Euronet-PBL: Education, Practice & Research
Promoting Practice-Based Learning in the Higher
Education provisions for Business Administration,
Engineering and Vocational Teacher Education
Project Number: 142236-LLP-1-2008-1-DE-ERASMUS-ECUE
Grant Agreement: 2008 – 3211/ 001 – 001
Deliverable D7:
Compilation of stakeholder interviews with company
representatives and students
This project has been funded with support from the European Commission.
This document reflects the views only of the author, and the Commission cannot be held responsible for
any use which may be made of the information contained therein.
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Contents
Introduction
Section 1: Interviews with German company representatives
Document 1.1 Praktikum projects as analyses of vocational training in the company - Group
discussion with representatives of the company AB
Document 1.2 Praktikum projects as support for vocational training in the company Discussion with training managers of the company AMB
Document 1.3 Students’ Praktikum project as feedback on vocational training in the company Discussion with a representative of the company HI-IA
Document 1.4 Students’ Praktikum project as stimulation for further development of training in
the company – Discussions with representatives of the company EW
Section 2: Interviews with German students
Document 2.1 Interview with student AM (Project in the company AMB)
Document 2.2 Interview with student AW (Project with QEK-tool in the company HM)
Document 2.3 Interview with student DB (Project with QEK-tool in the company DT)
Document 2.4 Interview with student SA (Project in the company AS)
Document 2.5 Interview with student BK (Project in the company AB)
Section 3: Interviews with Norwegian company representatives
Document 3.1 Interview with company representative KH from the railway company JBV on a
student’s Praksis placement in JBV
Document 3.2 Interview with company representative from the plumbing company NJ on a
student’s Praksis placement in NJ
Document 3.3 Interview with company representative JL from the building company LB on a
student’s Praksis placement in LB
Document 3.4 Interview with company representative FH from the building company EE on a
student’s Praksis placement in EES
Section 4: Interviews with Turkish company representatives
Document 4.1 Contribution of the Company Action Project (CAP) to professional growth and
career development of MBA student Bde
Document 4.2 Institutional perspective on the CAP Partnership between the University and the
Company - Interview of Mr. BDa from the company AL
Document 4.3 Impact of CAP projects on the development of sponsoring companies Statements of Mr. AD from the company AS and Mr ÖG from the company BM
Section 5: Interviews with company representatives and university representatives in
Slovenia
Document 5.1 The development and closure of the Master of Business Administration (MBA)
programme of the UM – Interview with Professor DR
Document 5.2 The university-enterprise cooperation prospects viewed from the perspective of
the company LM – Interview of company representative AM
Document 5.3 The development of university-enterprise cooperation in energy technology and
ecological technologies – Interview of company representative BG at the company ET
Document 5.4 The development of knowledge transfer between universities, users and a
transfer-promoting virtual company – Interview of company representative PM at the
company MF
Document 5.5 Interview with company representatives EB and RS on Praksa placements
Section 6: Discussion note and stakeholder interview on university-enterprise
cooperation in Denmark
Section 7: Input on university-enterprise cooperation in Ireland: ULearning Evaluation
of Courses
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Introduction
This document is a compilation of diverse materials that the Euronet-PBL partners have
produced alongside the analyses of students’ projects (the micro cases). In its work plan the
project had committed itself to produce interviews with company representatives and other
stakeholders. These materials were expected to provide deeper insights into the functioning
of practice-based learning and related university-enterprise cooperation. However, in a
similar way as the models of practice-based learning appeared to be different in diverse
participating countries, the same was also the case with the supporting materials. Below, a
brief overview is given on the materials presented by different partners:
The first section consists of group discussions with German company representatives and
the members of the German project team. All the selected companies had hosted students’
Praktikum projects and some of the company representatives had been very keenly involved
in the projects. Some of the discussions were also related to follow-up themes and to the
training contexts that the students had analysed.
The second section consists of interviews with (former) German students that had already
completed their Praktikum projects some time ago. Since the German case descriptions had
been based on the secondary analyses of their written reports, it was appropriate to include
these interviews to this document as ex post facto reflections (from a new perspective).
The third section consists of interviews with Norwegian company representatives on
vocational teacher trainees’ Praksis placements in their companies. Here the issue was the
hosting of work experience placements, not implementation of joint projects.
The fourth section consists of interviews or statements Turkish company representatives
who have been involved in Company Action Projects either as former students or as
sponsors and hosts.
The fifth section consists of stakeholder interviews that have been made in two Slovenian
university towns – Maribor and Ljubljana. The four interviews in Maribor reflect the role of the
(already closed) MBA programme as support for regional university-enterprise cooperation.
Some of the interviews shift the emphasis to new arenas of cooperation. The fifth interview
reflects current cooperation with students’ Praksa placements of the University of Ljubljana
and its partner enterprises.
The sixth section presents a discussion note prepared by the Danish partner on the views
presented in such stakeholder interviews which the counterparts wanted to keep confidential.
In addition he presented an interview on a student’s project in a very exceptional context.
The seventh section presents material that has been provided by the Irish project team on
the university-enterprise cooperation in the context of ULearning courses (for adult learners
alongside participation in working life). This context has been presented as another arena (in
addition to the students’ COOP placements) that is promoted by the University of Limerick.
This material has now been brought together as illustration of the partners’ preparation for
the evaluation of the functioning of practice-based learning in local evaluation workshops.
On behalf of the coordination team
Pekka Kämäräinen
ITB, University of Bremen
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Section 1: Interviews with German company representatives
Document 1.1. Praktikum projects as analyses of vocational training in the
company - Group discussion with representatives of the company AB
Introduction
This document presents the main results of the interview with the representatives of the
company AB that was carried out in the context of the Erasmus project Euronet-PBL. The
aims of these interviews are the following:
1) to get a closer view on the possibilities of the companies to host students’ projects,
2) to get feedback on students’ projects that have been carried out and on their impact,
3) to get new ideas for further development of students’ projects.
The interview was carried out as a group discussion between two representatives of the ITB
research team and two representatives of the training department of the company AB.
Below, the results of the interview are summarised in the light of the above presented aims.
1. Preconditions for hosting students’ Praktikum projects
The possibilities and the potentials of the company AB and its training department regarding
the hosting of students’ Praktikum projects can be summarised in the following way:
a) The company is specialised in constructing major transport vehicles and is constantly
looking for innovations in material technologies, engine technologies and fuel technologies.
All these innovations have major consequences for the competence profiles of the workforce.
In this respect the planning of training provisions has to consider the needs five years ahead.
b) The company is a trans-national company that has production sites in different countries.
The final products are assembled from parts that have been produced in different countries.
Therefore, the company (and the training departments) have a keen interest to develop
common quality awareness (and a culture of mutual learning) across different vocational
education and training models that are used in the respective countries.
c) Regarding the development of workplace learning (in the context of initial vocational
education and training (VET) provisions), the company has carried out several pilot projects
in which the main thrust has been to integrate learning to real work processes. Due to these
pilot projects there is a tradition of university-industry cooperation in which ITB is involved.
Therefore, the company representatives saw a possibility to expand this cooperation with the
help of students’ projects in the context of the Praktikum periods of the vocational teacher
education programmes (both at the Bachelor- and Master level).
In light of these preconditions the company representatives were interested to get a more
detailed picture on the role of the Praktikum projects in the study programme. It is worthwhile
to note that the first experiences on such students’ projects had been made with single
project periods with longer duration. Recently the company had hosted students that were
going through sequenced Praktikum periods with shorter duration. In this respect the
company representatives indicated that there is a need for closer cooperation between the
responsible university staff and the company to prepare appropriate tasks for the shorter
project periods.
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2. Feedback on a prior Praktikum project
So far the company AB had hosted one Praktikum project with a longer duration (in the year
2006) and two Praktikum projects with very short duration (in 2009). Therefore, the
discussion on the lessons from prior projects concentrated more on the pioneer case whilst
the later cases were discussed from the perspective of planning future cooperation.
Regarding the pioneer case the following points were made:
a) The Praktikum project was attached to the introduction of a new training occupation
(mechatronics) alongside the predominant training occupations. The circumstances for
implementing the new training were far from optimal (regarding the availability of equipment,
workshop rooms and training staff). Also, the possibilities to integrate the new training into
production process were reduced because the skilled workers were not familiar with the new
occupational profile and had difficulties to support the training.
b) The availability of a student with prior professional experience in project work made it
possible to analyse the critical points in the company-internal training arrangements and to
explore the respective arrangements in neighbouring companies. Based on these inquiries
the student analysed the possibilities to incorporate training (also for this occupation) into the
production process. Furthermore, the student prepared clear proposals for revising the
company-specific training plans and for implementing the worksite-integrated training
arrangements. The company-specific analyses and proposals as well as the insights into
training in other companies were well received at the company AB.
c) Regarding the impact of the student’s project the company representatives mentioned the
following points:
 During that time the company was making plans for constructing a new building for the
training department and renovating the existing one. The students’ analyses on the need
for equipments and for physical space were taken into account in this planning. (The new
facilities have been available since November 2008.)
 The student’s conclusions concerning the training opportunities at worksites were in line
with the results of the pilot projects that focused on other training occupations. Currently
the company is putting more emphasis on shifting the training as soon as possible to real
work contexts and on using the training workshop as a support area.
 The approach to learn from the training patterns of other companies has been developed
further by introducing exchange placements with other companies (e.g. some trainees
have been placed to a food-producing company).
3. Perspectives for further development of students’ Praktikum projects
The discussion on further development of the students’ Praktikum projects was partly linked
to the more recent students’ project, partly to the pioneer case and partly to new trainingrelated initiatives of the company representatives:
 The more recent students’ project included a questionnaire to the trainees. This
questionnaire revealed several gaps in the integration of school-based learning and
workplace learning. This material provides a basis for joint discussions between the
company representatives and company representatives. It seems possible that students’
Praktikum projects could be linked to such cooperation.
 The earlier student’s project included several recommendations for the development of
the company-specific training in mechatronics. New students’ projects could be used to
review the later developments and the implementation of proposals.
 The company is actively promoting the development of a dually oriented qualification
(“Fachabitur”) that combines workplace learning with entrance qualification to higher
education. Students’ projects could be linked to the accompaniment of this training.
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Document 1.2. Praktikum projects as support for vocational training in the
company - Discussion with training managers of the company AMB
Introduction
This document presents the main results of the discussion with representatives of the
company AMB that was carried out in the context of the Erasmus project Euronet-PBL. The
aim of the discussion was the following:
4) to get a closer view on the possibilities of the companies to host students’ projects,
5) to get feedback on students’ projects that have been carried out and on their impact,
6) to get new ideas for further development of students’ projects.
The discussion between two members of ITB research team and two training managers of
the company AMB was carried out as a follow-up of the evaluation workshop that took place
in May 2009. The company representatives had got the report on the workshop. Therefore,
the discussions were more closely related to the points that had been raised in the workshop
and that were highlighted in the report. Below, the main points of the discussion are
summarised in the light of the above presented aims.
1. Preconditions for hosting students’ Praktikum projects
The possibilities and potentials of the company AMB and its training department regarding
the hosting of students’ Praktikum projects can be summarised in the following way:
a) The company is a major producer of steel and is confronted with international competition
and with special challenges concerning workplace training. Although there is a strong
continuity in the areas in which the company is training, it has to consider the possibilities
and limits of training at the workshop, training at worksites and training in simulated learning
environments. The conclusions have major consequences for the work of trainers.
b) The company AMB is a part of a multi-national company that has production sites
throughout the world. The production sites may have specific profiles but in general they
have to demonstrate their competitiveness vis-à-vis company-specific targets. Therefore, the
company AMB (and the training department) has a keen interest to develop effective training
arrangements that contribute to the success of the local production site and can be seen as a
model for other production sites.
c) Regarding the development of workplace learning (in the context of initial vocational
education and training (VET) provisions), the company has a long tradition of initiating and
implementing pilot projects in which the main thrust has been to integrate learning to real
work processes. In most of theses pilot projects there has been cooperation with ITB.
Therefore, the company has also had a pioneering role in developing university-enterprise
cooperation regarding students’ Praktikum projects in the context of the vocational teacher
education programmes (both at the Bachelor- and Master level).
Regarding the role of the earlier pilot projects, the company was undergoing major systemic
and curricular changes. Now, the role of university-enterprise cooperation is more to be seen
as support for constant knowledge production and small-scale innovations. This emphasises
the role of students’ Praktikum projects and of related cooperation with ITB.
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2. Feedback on prior Praktikum projects
The company representatives drew attention to the fact that their own position vis-à-vis the
hosting of students’ projects has changed considerably in a short period of time. This change
can be characterised in the following way:
1) With the first cases the students’ projects were considered mainly as learning for the
university curriculum that had been located to the company environment. The company
representatives did not consider that they could be involved to a major extent. Neither did
they expect that the projects could contribute in a significant way to their own work.
Therefore, the students were given tasks that they could carry out on their own and
without being closely integrated to the work of trainers.
2) In the next phase the company received some students who had a longer professional
background and/or special learning experiences that could be used in more companyoriented and practice-oriented tasks. The training managers had planning meetings with
these students, in which alternative options were discussed before making final
decisions. In these discussions the training managers got a better understanding what
the students were ready to do. However, the crucial change was that after these talks the
students were more closely integrated to the everyday life of the training department
during the implementation of their Praktikum project.
3) In the current phase the students are going through several Praktikum phases during
their Bachelor and Master studies. Therefore, the nature of the projects and assignments
is changing. Nevertheless, with the accumulated experiences the training managers have
become more aware, what could be achieved (from their perspective) with the help of
students’ projects and how they could involve students. In this respect the newest student
projects have been based on coordinated team work between students who have been
working as a team already during their prior studies.
In this context two exemplary students’ projects were mentioned to illustrate the new
potentials that were discovered when the students’ tasks were negotiated and the projects
were designed jointly:
a) The project of the student AM grew up from the need to analyse the learning problems/
achievements of the apprentices in mathematics. Since AM had a prior background in
engineering and professional experience in consultancy, it was possible to develop a
more complex project design (that included achievement tests, evaluation of the prior
support measures and analyses of the teaching and training practices). However, the
additional innovation of AM was to combine his Praktikum in the company with his
Praktikum at school. Thus, he had the possibility to follow the school-based and
workplace-based learning of some apprentices and to make observations of the
pedagogic support given by their teachers and trainers. In this way the Praktikum reports
of AM widened the knowledge basis of school teachers and in-company trainers on the
learning processes of apprentices. (The Praktikum project of AM has been covered by a
case description and student interview for the Euronet-PBL project.)
b) The project of the student MR grew out of the need to develop a company-specific
training plan in order to start apprentice training in the ICT-related occupations. MR had
himself been one of the pioneers to go through this training before starting his university
studies and he had already shown his capability in project work. Therefore, the training
managers trusted him with the task to draft the training plan for the company AMB.
During his Praktikum project he analysed the boundary conditions that were set by the
training regulation, explored the role of the company and its contracted service provider
and prepared proposals. The plan was finalised during an extension period after he had
completed his Praktikum period. However, shortly afterwards the economic crisis led to a
decision to postpone the start of new training programmes. It is worthwhile to note that
this was not due to any weakness in the plan itself. (The Praktikum project of MR has not
been covered by a case description and student interview for the Euronet-PBL project.)
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3. Perspectives for further development of students’ Praktikum projects
In the light of the above mentioned feedback (and with reference to the results of the
evaluation workshop) the following points were discussed further:
a) Preparatory meetings and contacts
There is a need to pay more attention to the advance preparation. The examples that were
referred to above (AM and MR) confirm this (although regarding the project design both are
to be considered as special cases). Therefore it is necessary to ensure that there is an
advance planning meeting between the student(s) and the company representatives bore the
start of the project. Also, it is necessary that the students are aware that they can discuss
different options without feeling that they are pushed to certain type of project by the
company representatives. Equally, it is important that the conclusions of the meeting are
communicated between the company representative and the university lecturer who is
supervising the Praktikum project.
b) Agreeing on the tasks and on the project design
In the previous phases there was one school-related and one company-related Praktikum
period with longer duration. The students’ projects were either based on the use of specific
tools for analyses (primarily the QEK-tool for analysing the quality and the financial aspects
of training) or they were freely designed by the student and the company representatives.
Since the Praktikum has been divided into different periods with specific characteristics it is
possible to put more emphasis on the growth from observational to co-participative and to
research-oriented Praktikum projects. This increases the flexibility to use different project
design and methodologies during diverse phases. In this context the following possibilities
were discussed: focused observation of learning, piloting with small-scale teaching activities
in the training workshop, analyses of learning achievements with reference to work process oriented tasks. Here the role of domain-specific and work process-oriented aspects (e.g.
interpretation of technical drawings, use of multimedia in occupational contexts and use of
demonstrations for vocational learners) were discussed.
c) Focus on learning in different learning environments
Some of the students’ projects have already been based on the combination of schoolrelated and workplace-related Praktika. In such cases the project design that follows selected
apprentices across different learning venues has shown its benefits for different parties
involved (university, school and company). In a similar way the company representatives saw
the possibility to analyse different phases of the apprentice training programme and the
transition from workshop-centred to production-based training.
d) Sharing knowledge on the results
So far there has been no standard procedure that would ensure that there would be a
concluding discussion at the end of the Praktikum period. Therefore, it has varied from case
to case in what ways the results have been shared (and whether further conclusions have
been drawn in a joint discussion). At the university there is a joint concluding seminar in
which students present their results. One possibility is to invite company representatives to
the sessions in which such projects are presented that they have hosted. Another possibility
is to develop a standard procedure for a concluding discussion.
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Document 1.3 Students’ Praktikum project as feedback on vocational training
in the company - Discussion with a representative of the company HI-IA
Introduction
This document presents the main results of a student’s Praktikum project in the company HIIA and of a re interview with a representative of the company HI-IA (part-time training
manager). These analyses and discussions have been carried out in the context of the
Erasmus project Euronet-PBL. The aims of such stakeholder interviews are the following:
7) to get a closer view on the possibilities of the companies to host students’ projects,
8) to get feedback on students’ projects that have been carried out and on their impact,
9) to get new ideas for further development of students’ projects.
The interview was carried out as a group discussion between two representatives of the ITB
research team and a representative of the company HI-IA. Below, the results of the student’s
project are reconstructed firstly. Then, the main points of the discussion are summarised in
the light of the student’s results and the above presented aims. With this stakeholder
interview it is worthwhile to note that co-operation with the university had not played a major
role during the student’s project. However, in the light of the student’s result there was an
interest on both sides to see, what conclusions could be drawn for further development of the
in-company training.
1. Overview on the students’ Praktikum project and on the achieved results
1.1. Starting points
The student started his project by formulating a personal statement that expressed his
thematic priority and interest of knowledge regarding the future development of apprentice
training. He was firstly interested in finding out, what makes a company willing to provide
training opportunities. Secondly he wanted to explore the readiness of the company to
integrate such apprentices into their work organisation and to support learning with training,
mentoring and coaching alongside the work process. Based on these starting points he
formulated his own research questions: How effective is the workplace training in the
selected company and are the training results sufficiently good when compared with the
average results of other training companies in the same branch?
The company HI-IA is medium-size engineering and manufacturing company that works as a
developer and producer of automation equipment for several industries. He got into contact
with the company via a university researcher who had carried out a similar study in this
company. He then had preparatory talks with the responsible middle managers and trainers
and informed them of the goals of his Praktikum project. They reached a working agreement
that he could carry out a study that uses the same methodological tool – the QEK-Tool (see
the annex) – to analyse the quality of in-company training. The student then developed an
extended work plan that included observations, analyses of working documents, use of the
QEK tool, interviews with key trainers and questionnaire for apprentices.
1.2. Project implementation and findings
The student examined different aspects of the in-company training, including the recruitment
apprentices, the organisation of training at the workplace and the cooperation between
learning venues. With the help of the QEK-Tool and with additional inquiries he examined the
quality issues and the cost-benefit ratio of the training. This provided him a deeper insight
into the main characteristics of training in this company. After an intensive basic training in
cutting, filing, drilling and some training projects the apprentices work directly in the
production process and are supported by the Masters of craft (Meister). Thus, ca. 80 % of
the training time the apprentices work in the production process.
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The student found out (by help of the QEK-Tool) that there is a positive rate of return (13 %)
of the training activities. He even found out, how this rate could be improved by a closer
integration of working and learning tasks. This could lead to increase of the rate up to 23 %.
In general the productivity of apprentices is above the average level when compared with
other companies in the same branch. The main quality features are the strong emphasis on
self-organised learning and the incorporation of learning and learners into the production
process. This picture is also supported by the fact that apprentices and trainers rate the
quality of training in a similar way.
1.3. Immediate conclusions
The student has produced a rich documentation by using different sources and methods
(observation, interviews of students and company trainers, application of QEK Tool). In
addition he has actively presented the results from of his study to the stakeholders and key
actors with whom he made agreements on his work plan. In this way he has contributed to
further development of company-specific knowledge development on the quality of incompany training (with reference to the prior study that used the QEK-Tool).
From the perspective of VET research this study has opened new prospects for enriched use
of QEK-Tool in combination with other tools (questionnaire, interviews, observation etc.).
From the perspective of the study programme this case has demonstrated, how students’
projects can serve as multipliers of customised research approaches that help the
companies to analyse the quality of their own training.
1.4. Issues for follow-up discussions
The student completed his Praktikum project and proceeded to the final phase of his studies
with another theme. However, in this case the possible long-term impact was not necessarily
linked to further cooperation between this student and the same company. Instead, in this
case the long-term effect is more likely to be achieved via reusing similar research approach
on other occasions and with other companies.
On the basis of the student’s report it was possible to raise the following key issues for
follow-up discussions (stakeholder interview) between the part-time training manager of the
company HI-IA and the university representatives (from the ITB project team):
1) Recruitment of apprentices and reaching the desired target groups,
2) Optimisation of the in-company training,
3) Cooperation with the vocational school and other companies (cooperation between
learning venues),
4) Sustainability of the training concept.
2. Summary of the discussions at the company HI-IA
Below, some of the main points of the discussion at the company HI-IA have been
summarised in the light of the students’ project and related follow-up issues. The part-time
training manager BD was mainly presenting the training context and responding to the
questions on the basis of his own experience. However, it became clear that there are
guiding principles at the company-level that draw upon a longer history of providing
apprentice training.
2.1. Recruitment of the apprentices and reaching the desired target groups
Concerning the recruitment of apprentices and the boundary conditions for training, BD
emphasised the following points:
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


The company is a high-tech company that produces customised products for demanding
customers. Therefore, it has to rely on well-trained skilled workers and expects the
selected apprentices to be committed.
The company is medium-sized and the apprentice training is part of the everyday life of
the company. The apprentices are present in the production and visible for the
customers. Therefore, the apprentices are expected to integrate well into the everyday
life of the company (including the cooperation with customers).
The company is highly export-oriented and has to send skilled workers often to work
abroad (assembly of products, introductory measures, maintenance). Therefore,
apprentices are expected to acquire sufficient skills in using English as working language.
The company has not been able to provide new job openings during the period of
financial crisis. Yet, its skilled workers are ageing and the company has to make sure that
the renewal of staff is not a risk factor (regarding the high quality standards). Therefore,
the company emphasises the apprentices’ readiness to make their own plans and goalsettings regarding their career development.
Concerning the issue “how to reach the desired target groups” the following points were
made:
 The company wants to ensure that its trained apprentices wish to continue as skilled
workers instead of proceeding to higher education (‘the need to get Indians, not
chieftains’). From this perspective it is looking for graduates from the lower track
(Hauptschule) and middle track (Realschule) rather than from the academic track
(Gymnasium/ Abitur).
 The company values good notes in some critical subjects (e.g. German language,
mathematics, English language). However, it is also essential to note that the candidates
can work independently instead of expecting to be part of a school-like training process
that is constantly controlled by trainer.
 The apprentices are present at the work process and are constantly in contact with their
mentors, with the management and with customers. Therefore, the company puts high
emphasis on the everyday-life social skills.
2.2. Optimisation of the in-company training
Concerning the incorporation of the apprentices into the work processes of the company, the
following points were made by BD:
 The apprentices are not isolated from the production process if it is possible to get them
involved. Thus, they are integrated to ongoing work with a supporting role that helps them
to get an overview and to contribute.
 During their training the apprentices are taken through different departments of the
company according to the training plan. The next steps are decided on a monthly basis.
 The apprentices are familiarised with the guiding principles of the training in the company
(see the attached “Leitsätze” as Annex). As a part of their training they are asked to
formulate such principles and to illustrate them with examples.
 The apprentices are involved in teamwork and in dialogue between different parties in the
company. In particular it is important that the exchanges between skilled workers and
design engineers are not seen as one-sided communication.
2.3. Specific issues for cooperation between the company, the vocational school and
other companies
Here, a major intervening factor was the change of the school partner (from the previous
partner at the North of Bremen to the current partner in the Central area). In this context the
adjustment to the new cooperation arrangements requires special attention from both parties.
Here, it is worthwhile to note that the previous partner school had established a regular
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cooperation circle for some subject areas that were relevant for the company HI-IA. Now, it
was necessary to enter new cooperation arrangements with partly new partners
As specific issues that have to be taken into account in this cooperation BD mentioned the
following:
 Concerning the synchronisation of school-based education and workplace training the
company HI-IA prefers a closer connection with the school during the first year. However,
during the later years the company prefers school periods as blocks. This will enable
more flexible projects and assignments within the company (including working missions
abroad).
 Concerning the interim and final examinations, the company has been used to send the
apprentices to larger companies who are organising the examinations. However, this has
given rise to criticism because these companies have used simulated learning
environments and artificial test tasks. This puts the apprentices of the company HI-IA into
a slightly disadvantaged position because their training does not include such simulated
environments. Instead, they are becoming used to engage themselves with genuine
working tasks and in real working contexts.
2.4. Sustainability of the training concept
In general, the students’ analyses on the quality, returns and costs of the in-company had
been taken as convincing feedback on the success of the training concept. However, the
student had referred to more possibilities to involve apprentices in the production process.
This was also taken as a positive sign. However, involvement of apprentices has to be
decided on the basis of the projects and working tasks that are prioritised in the production
process.
In the light of the above it is worthwhile to note that the company has a tradition to review its
training and the future priorities every four years. In this context the analyses with the QEKTool were welcomed. Regarding the quality aspects, the positive results were not surprising
(see the attached spiderweb diagram in the Annexes). Concerning the ratio between costs
and returns (see the attached bar diagrams in the annexes), the results were more positive
than expected.
However, regarding the sustainability in the long run, GD referred to the ageing of the staff
and the need to manage the transition. In this respect the quality of training appears to be
adequate. However, in the future the quantitative aspects (availability of enough new staff
members with the desired training) are becoming more critical.
3. Concluding remarks
This document has been produced as a German partners’ contribution to the Euronet-PBL
project that focuses on students’ practice-based learning and its role in university-enterprise
cooperation. In this case, the contact between university and company was based on the
completed student’s project that provided feedback on the quality, costs and financial
benefits of in-company training. Here, the results gave rise for a further discussion, how the
company is taking into account such feedback in the further development of its training.
This report has provided a brief summary of the students’ main results and a list of follow-up
issues.
1) Recruitment of apprentices and reaching the desired target groups,
2) Optimisation of the in-company training,
3) Cooperation with the vocational school and other companies (cooperation between
learning venues),
4) Sustainability of the training concept.
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The summary of the student’s report and of the discussion above showed that the student
has addressed key issues and that the methodology he has used provided useful feedback
information. Furthermore, the discussion showed that these issues are linked to changing
boundary conditions (training vis-à-vis the ageing staff, the adjustment of the company to
new partner school). From this perspective there is room for further exchanges between
university and the company (to review the development of in-company training) and for
further use of such students’ projects (to provide helpful feedback material).
Annexes
Annex 1: Guiding principles for training in the company HI-IA
Ausbildungspraxis (Leitsätze)
Das heißt bei uns
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Integration in den Arbeitsalltag
Erleben der Betriebsstrukturen und „Hierarchien“
Zusammenarbeit mit den Konstrukteuren oder Vorgesetzten ist keine „Einbahnstrasse“
Arbeiten an unseren Produkten, nicht an Modellen
Selbständig im Rahmen des Ausbildungsstandes nach dem Prinzip „Learning by doing“
Immer zusammen mit erfahrenen Kollegen
Auf dem aktuellen Stand der Technik
Innovativ und kreativ
Kundenorientiert
Annex 2: The quality of training illustrated by a spiderweb-diagram
Qualität der Ausbildung
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Annex 3: The ratio between costs and returns of in-company training
Nettoerträge-/ Kosten
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Document 1.4 Students’ Praktikum project as stimulation for further
development of training in the company – Discussions with representatives of
the company EW
Introduction
This document presents the main results of a student’s Praktikum project in the company EW
and of a related follow-up process that has been initiated by the company. Based on the
student’s project the company has started a discussion to reach new target groups for
apprentice training (and to share experiences with other companies and interested parties).
This report has been prepared as an extended stakeholder interview in the context of the
Erasmus project Euronet-PBL. The aims of such stakeholder interviews are the following:
10) to get a closer view on the possibilities of the companies to host students’ projects,
11) to get feedback on students’ projects that have been carried out and on their impact,
12) to get new ideas for further development of students’ projects.
The case to be presented in this report differs from most of the others in so far as the
student*s project was directly linked to preparation of a follow-up initiative that was proposed
by the hosting company. Below, some results of the Praktikum project of student MH and the
parallel steps to prepare the follow-up initiative are presented firstly. Then, the next section
summarises the main points of a planning meeting that was organised by the company EW
involving the student MH, representatives of a neighbouring company DG and two university
representatives (members of the ITB project team in the Euronet-PBL project). Later on, a
short follow-up meeting was organised was organised to see, how to bring the initiative
further. This report (an extended stakeholder interview) seeks to provide evidence, how a
student’s project can give rise to follow-up initiatives and provide the basis for further
cooperation between the hosting company, the university and other partners.
1. Overview on the student’s project and on the preparation for follow-up initiative
1.1. The context: the company EW and its approach to education and training
The company EW is originally a spin-off company from university projects and is developing
IT systems and services. It has originally employed university graduates (Universität/ FH)
with a background in engineering and informatics. Gradually the company became aware
that it would be beneficial to have trained skilled workers in addition to academic staff. That
led to the decision to start apprentice training. In addition, to bridge the gap between
academic studies and workplace learning, the company also launched in cooperation with
the local universities (Universität/ FH) the so-called dual study programmes. These
programmes link apprentice training (certified via the ordinary final examination by the
chamber) to university study programmes. The workplace training is organised mainly during
the university semester breaks.
In principle the company was satisfied with these training models. However, since the
company was expanding and the whole branch was expanding, there was a concern,
whether the training models reach the desired target groups. Furthermore, the company was
concerned, whether recruitment of graduates from the academic track (Gymnasium) with
university entrance qualification (Abitur) ensures a potential of skilled workers or whether the
apprentices move on to higher education (and the training becomes an interim station).
1.2. Insights into the student’s project and into the immediate results
The student MH had originally gone through apprentice training for ICT-occupations before
starting the vocational teacher education programme at the University of Bremen. For the
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Praktikum in vocational pedagogy (Berufspädagogisches Praktikum) she contacted the
company EW. After a short period of negotiations with the company representatives it was
agreed that she will focus on analysing the quality of training and the satisfaction of different
parties involved. Initially MH had proposed the use of the QEK-tool but the company was
more interested of the quality aspects. Therefore she developed a customised tool with an
emphasis on different parties’ view on quality and with attention on specific issues that have
impact on quality (e.g. cooperation between the company and its partner school).
Concerning her findings it is possible to make the following statements:
1) The apprentices and students in dual study programmes found their training
arrangements highly satisfactory regarding all indicators (working climate, contact with
supervisors and skilled workers, meaningfulness of tasks).
2) The trainers were highly satisfied with their role and their tasks regarding all indicators
(the recruitment of trainees, the selection criteria and the tasks of trainers).
3) The apprentices were mostly positive about the tasks they had completed during the
training (variety of tasks, sufficiently demanding tasks, relevance of the tasks and
possibility to participate and co-shape the work process).
4) The commitment of apprentices to the company was high (and many examples and
arguments were indicated).
5) Cooperation between learning venues and matching of contents between in-company
training and school-based were rated only with intermediate points and several needs for
improvement were mentioned. Moreover, several recommendations were made on
regular meetings and information days, more client-orientation in schools, joint projects
between school and company as well as joint staff training for teachers and trainers.
1.3. The emergence of the spin-off initiative and preparatory measures
Alongside the implementation of the above described Praktikum project the student MH was
encouraged by the director of the company EW to explore the prospect of opening the
apprentice training for graduates from the middle track (Realschule). In this respect she
contacted the Chamber of commerce to get statistics on the transition of young people to
training markets and to labour markets. She also gathered information on school-based
vocational education in informatics (Technische Assistenten in Informatik - TAI) and their
labour market prospects. She also became aware of another company (DG) with focus on
system services and hardware maintenance that had broadened their recruitment to the
middle track graduates (Realschüler).
The student MH informed the company and her academic supervisor of her progress with
these parallel inquiries and this provided the basis for mutual interest to arrange a follow-up
meeting that brings together different stakeholders. The university representatives indicated
that the student could use this issue in her further studies. Thus, the company EW asked the
student to organise a follow-up meeting with representatives from university, the company
DG and from the vocational school that specialises on education for the ICT-occupations.
2. Main points raised in the follow-up meetings
2.1. The context: the emerging initiative
The representative of the company EW opened the meeting and indicated the issue. The
student MH presented firstly her Praktikum project and the main results. Then she gave a
brief overview on the apprentice training statistics in Bremen concerning the IT occupations
(number of apprentices, their school background and performance in final examinations).
Then she informed of full-time education scheme (TAI) and of the weak labour market
prospects of the graduates. Based on these inputs the participants discussed the prospect of
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opening more opportunities for apprentice training - in particular for graduates of the middle
track (Realschüler) and of the full-time vocational education scheme (TAI).
2.2. Points raised by the company EW
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Concerning the apprentice training: For the company the decision to start apprentice
training was a made quickly because a promising candidate had made his case during a
shorter Praktikum period. In the beginning the apprentices had university entrance
qualification (Abitur). Tt was not clear in all cases that they would be successful in
university studies. Yet, having completed apprenticeship they have made progress.
However, this has raised the question, whether it would be better to encourage this target
group to go directly to higher education and create opportunities for practice-based
learning alongside the studies.
Concerning the dual studies: The dual study programme have attracted good students
who want to make progress in their studies and in practice-based learning. Due to good
cooperation with the universities (Universität/ FH) and the vocational schools it has been
possible to customise the dual study programme in such a way that the studies are not
prolonged. Yet, for the students this solution is very demanding.
Concerning the “Praxistag”: The company EW has introduced a “Praxistag”
arrangement that provides an opportunity for candidates who consider the application for
dual studies (or for apprentice training) to familiarise themselves with the company.
During this day they get a brief overview of the company and then a task with which they
have to demonstrate their ICT-skills and problem-solving skills. They candidates are
expected to find the relevant information themselves. However, they have a contact
person with whom they can communicate while finding their way to a solution. So far the
company has made positive experiences. Yet, the candidates who have used this
arrangement have had the university entrance qualification (Abitur).
Concerning the opening of training opportunities: Here the company EW was
interested to learn more of the recruitment process and the selection criteria of the
company DG. In particular there was the issue, how to provide a fair chance for those
who are seemingly not promising candidates but have a genuine interest.
2.3. Points raised by the company DG
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Concerning apprentice training: The company DG has introduced apprentice training
in all departments and considers it as a natural basis for renewing its workforce. In the
system services it has already long ago considered applicants from higher and middle
tracks without putting major emphasis on the school background as such. However, the
notes in mathematics and German have been crucial. Yet, much emphasis has been put
on the commitment to work and interest to learn. Also, since the apprentices are very
much in contact with the clients, it is essential to consider their social skills.
Concerning dual studies: The company DG had not been informed of this opportunity
and considered it an interesting initiative.
Concerning the opening of training opportunities: The company DG was concerned
of the language skills and motivation of some applicants. There is a need to work more
with the schools to prepare the young people for working life (“Fit für Ausbildung”).
2.4. Points raised by university representatives
The university representatives were mainly as observers. However, they noted that the
discussion emphasises the need to prepare young people to take workplace learning (in
organisational contexts and facing real customers) seriously and to provide authentic
workplace learning opportunities (instead of mere simulation). Also, the issue ‘cooperation
between learning venues’ has to be viewed in a broader sense (including the transitions from
schools to training and from training to labour market). In this context the interest of the
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companies to take measures for opening the training opportunities was seen as a useful
educational initiative and as a challenge for accompanying study.
2.5. Issues for further development
The meeting encouraged the student MH to explore the topic and to prepare a proposal for
her Bachelor thesis. In the next phase a follow-up meeting was scheduled to make further
plans. However, because of change from one school to another the earlier contact person
was no longer available. Therefore, after a short briefing, the director of the company EW
committed himself to establish the contact with the partner school and with the association
promoting ICT and media occupations in Bremen. The student MH was recommended to
continue her preparations for a research design with the university representatives.
3. Concluding remarks
This report provides an insight into a spin-off process that has emerged alongside a student’s
project that could have come to an end without any follow-up. Instead, the project has given
rise to a further discussion that has brought two companies into exchanges with each other.
These discussions have led to further initiatives to strengthen the cooperation with partner
schools, to prepare young people better for the transition to working life and to open new
training opportunities (or new entry routes to apprenticeship). Altogether, this report gives a
specific insight into the possible long-term impact of student’s Praktikum project and into
related university-enterprise cooperation.
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Section 2: Interviews with German students
Document 2.1. Interview with the student AM (Project in the company AMB)
The interview was carried out as a group discussion between the ITB team of the EuronetPBL project (2 researchers and a student assistant) and the author of the Praktikum report.
Below, the answers to the questions are presented immediately after the questions.
1) What role had the university played in preparing the contact and making the
agreements on the student’s Praktikum project?
The contact to the company (and to the VET school that cooperates with the company) was
brokered by the university teacher who supervised the Praktikum project. From that point on
the student negotiated independently with the company representative.
2) What role had the preparatory seminar and the contacts with the coordinators of the
Praktikum in the development of the student’s project?
At that time the preparatory seminar was an integrated seminar for both school Praktikum
and company Praktikum. Also, at that time there was a larger number of students with an
occupational background who were changing to teacher career. Therefore, the preparatory
seminar was focusing more on the school Praktikum. Regarding the preparation of the
company Praktikum, there was a general interest to make use of the recently developed
QEK tool. However, regarding this Praktikum project the company had other priorities.
3) What role played the (formal or informal) exchanges with other fellow students
during the work on the Praktikum project?
The students met each other only before the Praktikum period and after completing their
projects. There were no meetings during the process. In this case the student considered it
as an advantage because he could concentrate on planning and implementing the process
independently without obligatory meetings and interim reports. Regarding the project deign,
there was very little in common with most of the other Praktikum projects of that period.
4) On what grounds was it possible for you to develop the approach for an integrated
Praktikum project and carry out the different tasks (i.e. the interviews with teachers,
the tests of the mathematical knowledge of trainees, the comparative observation)?
The student had been working several years as a business consultant and had a broad
experience in carrying out inquiries and consultation projects with companies. Therefore it
was relatively easy for him to make use of this know-how in the context of his pedagogic
Praktikum projects (the school- and company-related projects with an integrative design).
5) What kind of role had the feedback from the company representatives played and
what was the role of the formal assessment?
The feedback from the company representative (training manager) was informal. After the
agreement on the tasks the student was working independently and the training manager
didn’t want to intervene (but he was available when there were questions). At the end the
feedback was laconic but clearly positive.
In the university context the report was presented in a colloquium that was attended by all
Praktikum students of that period. The discussion was not very intensive because the
seminar was rather crowded. The formal assessment was communicated after the session
on another occasion and alongside other matters.
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6) In the light of your later experience would you have designed the project in some
other way or shaped the report differently?
Looking back, the student would not have made essential changes to his project design or to
his Praktikum reports.
7) Should the Praktikum reports be made accessible for other students and for
university researchers as a specific resource base?
This would be difficult. Firstly, there is a major issue of confidentiality. The company has to
trust that internal matters are not made public without the agreement of the company
representatives. However, a secondary analysis of the Praktikum report for a European
cooperation project does not break the confidentiality. Secondly, if the reports should be
used as resource materials for other students, they should be edited so that the persons and
companies cannot be recognised.
8) What kind impact had the Praktikum on your further studies (e.g. on the choice of
the theme for Master’s thesis)?
The Praktikum experience was positive since it provided the possibility to develop
independently a project that linked the analysis of school-based and workplace-based
learning environments. However, the student had made his decision on his Master’s thesis
independently of the Praktikum project.
9) What has been the importance of the Praktikum experience for your further career
development?
The student had made his career plans (shift from consultancy to vocational teacher’s career
after long experience in working life. Thus, the role of the Praktikum period was not that
decisive as it could be for students with less work experience. However, the student had
made a plan to carry out (after completing his studies) a voluntary Praktikum by shadowing a
training manager in a company.
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Document 2.2. Interview with the student AW (Project in the company HM)
The interview was carried out on two occasions. Partly the questions were posed in a group
discussion between ITB researchers and students who had used the QEK-Tool in their
Praktikum projects (4 researchers, a student assistant and 2 students). In addition a brief
discussion was organised between an ITB researcher and the author of the Praktikum report.
Below, the answers to the questions are presented immediately after the questions.
1) What role had the university played in preparing the contact and making the
agreements on the student’s Praktikum project?
This case study was based on the personal contacts between the student and the manager
of the company HM (which is not located close to Bremen). The student has also contacted
another SME (in Bremen) but they were not willing to let a student analyse their training.
2) What role had the preparatory seminar and the contacts with the coordinators of the
Praktikum in the development of the student’s project?
The preparatory seminar covered both several issues that were related to training in the
workplace (e.g. traditional and newer pedagogies). For the planning of the project of the
student AW it was essential that the seminar had a special session that focused on the QEKTool. This session paved the way for the independent familiarisation of the student with the
tool and for his own planning how to use it.
3) What role played the (formal or informal) exchanges with other fellow students
during the work on the Praktikum project?
The student made his own plans for the Praktikum independently of other students. Since the
company was located far away from Bremen, there was hardly any contact with the peer
students during the Praktikum period.
4) What kind of role had the feedback from the company representatives played and
what was the role of the formal assessment?
The good contact with the director was essential for getting the opportunity to carry out the
QEK-analyses. However, the time constraints of the director made it difficult to discuss the
results in detail. During the sporadic encounters with the director it became clear that the
picture on the training quality confirmed his expectations. Concerning the financial benefits
the picture was more positive than expected. Unfortunately there was no real opportunity to
discuss the consequences for the company.
5) Why has the QEK-analysis on quality not been discussed in greater detail in the
Praktikum report?
In general the student had to interpret the quality criteria on his own. The documents that
presented the QEK-Tool (prepared by the project IBB 2010) had been rewritten and different
versions had slightly different accents. After the Praktikum the student attended a course on
evaluation methodologies that enabled him to justify the choices he had made. Furthermore,
the number of trainees in an SME is very small (one per year). Therefore, it would not have
been appropriate to analyse the results in terms of trainee cohorts.
6) Why has the use of the QEK-analyses as support for developmental measures not
been discussed in greater detail in the Praktikum report?
Firstly, the results of the QEK-Analysis pointed out that the quality of training was altogether
good. If one looks at the criteria with which the company scored lower (the development of
process-oriented competences of the trainees), there are company-specific reasons for
continuing with the traditional patterns. In the car repair the trainers and trainees are mainly
working with customers’ cars. Large companies (with training workshops) have the possibility
to tune their trainees in into the culture of self-organised learning via trials and errors.
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7) Why were the topics ‚reflection and ‚feedback’ hardly touched upon in the report?
The Praktikum has so far been perceived as a separate obligation – a task to be carried out
but not necessarily so well integrated into the other study contents. The student AW would
have been in a better position to reflect on his learning experience if he had completed the
course on evaluation methodologies before the Praktikum.
8) In the light of your later experience would you have designed the project in some
other way or shaped the report differently?
The Student emphasised again the importance to link the Praktikum ore explicitly to the
courses that can support the students’ projects (in his case the course on evaluation
methodologies). He also drew attention to the need to keep the university service staff for the
guidance of students updated on the development of Praktikum arrangements. Also, the
web-based material needs to be updated. (When he was planning his study schedules he
often found outdated materials or posed questions to people who could not answer them.)
9) Should the Praktikum reports be made accessible for other students and for
university researchers as a specific resource base?
To some extent there were already exemplary cases available on the university platform
(mainly on school Praktika of other study programmes). There are certain benefits for
students. However, with the company Praktikum projects, there is a need to clarify the
confidentiality issues with the company representatives. (In this case the student AW had cot
the clearance from the manager of the company HM for using the material in his study and
for making it accessible in his Praktikum report.)
10) What kind impact had the Praktikum on your further studies (e.g. on the choice of
the theme for Master’s thesis)?
The student AW is still in the middle of his studies and is considering his options for the
Master’s thesis. For the moment he was exploring the options for focusing on themes that
have relevance for vocational teacher’s work in vocational schools.
11) What has been the importance of the Praktikum experience for your further career
development?
At this point it is difficult to answer this question.
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Document 2.3. Interview with the student DB (Project in the company DT)
The interview was carried out in a brief discussion was organised between the ITB project
team (one researcher and student assistant) and the author of the Praktikum report. Below,
the answers to the questions are presented immediately after the questions.
a) Questions for the student
1) What role had the university played in preparing the contact and making the
agreements on the student’s Praktikum project?
The student was a former employee of the company DT and could make use of his personal
contacts to arrange the Praktikum opportunity in a local business unit (which was not his
former workplace).
2) What role had the preparatory seminar and the contacts with the coordinators of the
Praktikum in the development of the student’s project?
The preparatory seminar had sessions in which the QEK-Tool was presented by researchers
of the IBB 2010 research team. The presentation was a good introduction and convinced the
student that this tool could be useful for the company DT.
3) What role played the (formal or informal) exchanges with other fellow students
during the work on the Praktikum project?
The students were preparing themselves for individual Praktikum projects during the
semester break. There was no obvious reason for sharing experiences while working with
Praktikum projects in companies (in different locations). If there would have been projects in
which would analyse training at different local units of the same company (such as DT)
exchanges between the students could have provided valuable support for their projects. For
such exchanges a joint platform and jointly agreed patterns to work with Praktikum logbooks
would be important support facilities.
4) What kind of role had the feedback from the company representatives played and
what was the role of the formal assessment?
The question on the feedback from company is partly blurred by the complexity of the
organisation structure in the company DT. The Praktikum project focused on a local business
unit but other people (located elsewhere) had regional responsibilities on training. In this
respect the student tried to maintain contacts to different counterparts during the project.
Since the student was a former employee of the company but now exploring a different area
of activities he had a strong personal motivation. Therefore, the aspects and procedures
related to the formal assessment seemed peripheral to him.
5) Why has the QEK-analysis on quality not been discussed in greater detail in the
report?
In comparison to some other Praktikum reports the treatment of quality issues was reduced
to one spider-web diagram (whilst the others had differentiated between trainees of first,
second and third year). The reason for this was the fact this business unit was taking only
two trainees pro year and there were altogether only four trainees at that time. Therefore, a
more detailed reporting for very few cases seemed inappropriate. The student considered
the possibility to include more business units into the analysis but this was not manageable
in the short time and by one student working alone. However, looking back, this could have
been possible if there would have been a team of students working at different business units
of the company DT.
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6) Why has the use of the QEK-analyses as support for developmental measures not
been discussed in greater detail in the report?
Due to the same reason (the limited number of trainees) it was not possible to raise that
many issues on the basis of the analysis. Yet, while preparing the report, the student had
made use of fictive cases (with different input data) to find out how the total result
(represented as spider-web diagram) changes. He had also considered, what kind of
practical questions could be related to different rates in the spider-web diagram. However, in
this project (with very limited data) these considerations remained hypothetical.
7) Why were the topics ‚reflection and ‚feedback’ hardly touched upon in the report?
The student was analysing an organisation that he (in general terms) knew due to his prior
experience (although the training arrangements had changed considerably). Also, during his
prior occupational career he had worked in different kinds of projects. Thus, the Praktikum
project was not a radically different learning experience.
8) In the light of your later experience would you have designed the project in some
other way or shaped the report differently?
Looking back at the project that he carried out as an individual project the student considered
that many factors speak for carrying out a similar project by a team of students that cover
several business units and work together when analysing the data.
9) Should the Praktikum reports be made accessible for other students and for
university researchers as a specific resource base?
Here the student referred to the principle of confidentiality. In general, the information that is
used in such analyses is often available on public websites. Yet, the way in which it is
processes can lead to sensitive data. Therefore, it is essential to negotiate this with the
companies. He himself had no objections for making the reports available for other students.
However, to create usable resource bases the reports should be compressed and edited.
10) What kind impact had the Praktikum on your further studies (e.g. on the choice of
the theme for Master’s thesis)?
There was no direct impact because the student had decided to analyse work processes and
workplace learning in another company for his Master’s thesis.
11) What has been the importance of the Praktikum experience for your further career
development?
The student has not completed his studies and keeps his options open (although his primary
interest is to get a position as a vocational school teacher).
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Document 2.4. Interview with the student SA (Project in the company AS)
Interview with the student SA (Project in the company AS)
The interview was carried out as a brief discussion between an ITB researcher and the
author of the Praktikum report. Below, the answers to the questions are presented
immediately after the questions.
1) What role had the university played in preparing the contact and making the
agreements on the student’s Praktikum project?
The supervisor of the Praktikum project arranged the contact with the company.
2) What role had the preparatory seminar and the contacts with the coordinators of the
Praktikum in the development of the student’s project?
The preparatory seminar provided a set of optional themes. The student selected one of
these themes and negotiated the task with the company.
3) What role played the (formal or informal) exchanges with other fellow students
during the work on the Praktikum project?
There were no significant exchanges with peer students during the Praktikum period.
4) On what grounds was it possible for you to carry out the preparatory activities
(desk study, workplace analyses) and to use the information to compose the
company-specific training plan?
A significant support for such project work was provided by the university course on
workplace learning by Prof. Felix Rauner (with focus on learning based on real working tasks
and in the context of client-oriented work processes). The student had familiarised herself
with the relations between the company-specific training plan and the more overarching
framework curricula (for school-based education and for training at the workplace).
5) What kind of role had the feedback from the company (& from the chamber
representative) and what was the role of the formal assessment?
The feedback from the company was essential for finalising the conclusions. During the work
the training manager was easily accessible and was informed of the progress. Altogether
there were 5 working meetings (duration ca. 1 hour). The key event in the final phase was
the round table meeting with the company representatives and the chamber representative.
The post-Praktikum seminar served as a forum for presenting the results of the project for
the peer students and for the academic supervisor.
6) In the light of your later experience would you have composed the report in some
other way or given more emphasis for some sections?
At the moment it is premature to answer this question. The induction period for VET teacher
career (Referendariat) will only start 1.5.2009. It may be that the student will view some of
the issues (e.g. cooperation between the learning venues) from a new perspective now that
she is entering the induction period for a vocational teacher’s career.
7) Should the Praktikum reports be made accessible for other students and for
university researchers as a specific resource base?
There are no objections on behalf of the student.
8) What kind impact had the Praktikum on your further studies (e.g. on the choice of
the theme for Master’s thesis)? There was been no direct impact.
9) What has been the importance of the Praktikum experience for your further career
development? There has been no clear impact so far (see above question 6).
25
Document 2.5. Interview with the student BK (Project in the company AB)
The interview was carried out as a brief discussion between an ITB researcher and the
author of the Praktikum report. Below, the answers to the questions are presented
immediately after the questions.
1) What role had the university played in preparing the contact and making the
agreements on the student’s Praktikum project?
The preparatory seminar provided a list of possible companies and the student sent
applications to six companies. The company AB got interested because she had already
completed a Praktikum in the company during her engineering studies and because she hah
had a long work experience as an engineer before starting her studies to become a teacher
at a vocational school.
2) What role had the preparatory seminar and the contacts with the coordinators of the
Praktikum in the development of the student’s project?
At that time the seminar was organised as a preparatory seminar and as a post-Praktikum
seminar. However, during the actual Praktikum project there was hardly any contact with the
academic supervisor. For the workplace Praktikum the seminar provided an exemplary case
and a presentation of a company-specific innovation project. After completing the Praktikum
it was of some interest to get information of the peer students’ projects (and of the reports of
students who presented their prior experience to be recognised as equivalent to Praktikum).
3) What role played the (formal or informal) exchanges with other fellow students
during the work on the Praktikum project?
The students were working independently of each other and there was no obvious need to
keep contact with each other. The student had some informal contacts with peer students but
there was very little exchange of information on the Praktikum project.
4) In what phase were the visits to other companies/production sites included into the
project and who initiated the contacts?
The company representative was interested in developing the project towards more intensive
learning station analyses along the lines of an ITB-led research project that was working in
the company at that time. However, this plan could not have been implemented in the time
frame of one student’s Praktikum project. Therefore, the plan to make comparative analyses
of training arrangements in the ‘neighbouring’ companies was chosen as an alternative.
5) On what grounds was it possible for you to carry out the preparatory desk work, the
learning station analyses and to use the information for a revised training plan?
To a major extent the student relied on her prior work experience as engineer with a focus on
developmental projects and with her capability to work with skilled workers and trainees in an
organisational context. These capabilities were also supported by some content areas in the
vocational teacher education. Also, a university course on different uses of learning logs
(Lerntagebücher) was helpful in the development of the project.
6) What kind of role had the feedback from different counterparts in the companies
and what was the role of the formal assessment procedure?
After the first planning meetings the student was given the freedom to develop her project
relatively independently. However, the support from the host company was crucial in getting
access to the neighbouring companies. During the fieldwork in the host company AB there
were not so many working meetings with the training manager. Instead, the student had a lot
of informal contacts with the in-company trainers and with the trainees (who were very willing
to express their views on the training that they were going through).
7) In the light of your later experience would you have composed the report in some
other way or given more emphasis for some sections?
26
The preparatory seminar gave clear guidelines and the student composed the report
accordingly. Looking back, the report could have had the character of a problem-focused
project report.
8) Should the Praktikum reports be made accessible for other students and for
university researchers as a specific resource base?
The student had no objections to this. However, she referred to the confidentiality issues that
might be viewed from a different perspective by the company representatives.
9) What kind impact had the Praktikum on your further studies (e.g. on the choice of
the theme for Master’s thesis)?
There was no direct impact since the student had chosen other thematic priorities for her
further studies.
10) What has been the importance of the Praktikum experience for your further career
development?
The Praktikum was a special experience during the studies but in her further career steps the
student moved towards other content areas (which have had a central role in her induction
period for vocational teacher’s career).
27
Section 3: Interviews with Norwegian company representatives
Document 3.1. Interview with company representative KH from the railway
company JBV on a student’s Praksis placement in JBV
1. Background information
The interview was conducted with KH, the production planner of the railway company JBV.
The company JBV was established on December 1, 1996, when the former public enterprise
NSB was split into Norwegian State Railways (NSB BA) and JBV. JBV and NSB BA shared
the same chief executive and board Until July 1, 1999. From this date, the board of JBV was
abolished.
JBV is responsible for the management of the national railway network, on behalf of the
Ministry of Transport and Communication. Through public funding and with a socio-economic
perspective, its objective is to operate, maintain and develop the national railway network.
The Norwegian Parliament determines the annual funding through the national budget. Longterm planning is dealt with through the Norwegian Transport Plan (Norsk Transportplan), in
which the Parliament draws up the economic framework for the four year period.
JBV is responsible for:
 Developing and operating a rail network that meets the requirements of society and the
market
 Railway stations and terminals
 Timetabling
 Traffic management
 Regulation of the public rail network
 Studies and planning in the rail sector
JBV offers apprenticeships lasting 2–2½ years for signal, track, power and
telecommunication technicians and for electricians.
JBV was selected as a practicum place by a BA student from Akershus University College
because it has very modern equipment, as for example, within:
 Electrification
 Signals and interlockings
 Traffic control systems
 Telecommunications systems
The following questions guided the interview with K.H., production planner at JBV:
 How is the student's practice organized in the company?
 Is there a person in the enterprise available for being the student’s “helpmate” during the
implementation of his/her practice?
 Which reasons has the company for offering a place for the student’s practicum?
 Has the company had prior experiences in such kind of arrangements for students?
 Which wishes / needs has the company for feedback from the college?
 Has the company any suggestions for changes in the arrangements for the students’
program?
Summary of the interview:
1) The student approached the company with her wishes for what to learn. The production
planner prepared a program based on her wishes. She was particularly interested in modern
electronic transmissions. The topic was reviewed in theory and practice from A to Z.
28
2) The helpmate responsible for her during the practicum was the electronics master.
3) The student carried out her practicum at the National Rail because she has acquaintances
in the company after having been an apprentice there.
4) The company has no abstract motive to organise practicum for students from colleges.
The motive for doing so is to promote the National Railroad System as an attractive
workplace for young people who wish to study the discipline of electricity and electronics and
show the great development potential for those who are interested in this discipline. They
have no experience with such schemes, but believe they are important in relation to the
recruitment of future workforce.
5) The company would like to get feedback from the college in relation to how the National
Railroad System makes in relation to other companies. They want to be at the forefront in the
development of the subject.
6) The Company has no proposal to change the study program, but could consider the idea
of contributing professionally within the discipline that is relevant (electricity/electronics) at
the college.
29
Document 3.2 Interview with company representative from the
plumbing company NJ on a student’s Praksis placement in NJ
1. Starting points
This interview was conducted with the production manager of NJ company, which is located
in Oslo. This company has today only two employees, but it has had several employees
earlier. The company works today with smaller projects within the plumbing industry.
The following questions guided this interview:
 How is the student's practice organized in the company?
 Is there a person in the enterprise available for being the student’s “helpmate” during the
implementation of his/her practice?
 Which reasons has the company for offering a place for the student’s Praksis placement?
 Has the company had prior experiences in such kind of arrangements for students?
 Which wishes / needs has the company for feedback from the college?
 Has the company any suggestions for changes in the arrangements for the students’
program?
Summary of the interview:
1) The student who had his Praksis placement in the company was a carpenter and he
wished to increase the breadth of his expertise in the area of construction. His main
interest during the Praksis placement was plumbing.
2) The interviewee’s motive for offering a place for Praksis placement is expressed as: "I
burn a bit for this myself. I could contribute to the education and training in this trade."
3) There has not been any type of written agreement and he believes that this is not
necessary. It may result in too much paper.
4) The production manager does not expect the student to produce with a view in profit or
gains. It has to do with making available a place for practice. He also says that an adult
student who has experience in the construction industry does not create trouble or
"disturb" the daily production.
5) The production manager said that he knew the student from before and he wanted to
offer him the opportunity to learn and participate in the work that the plumbing work
performed by the company. The student had the opportunity to perform work
independently and as an assistant.
6) He had never had a student from the technical and vocational teacher education
programme in his company. This was the first time.
7) He says he has no need for having contact with the college. The student is an adult and
knows what he wants. As he expresses it: "We can very well organise this by ourselves."
8) The interviewee said to have no suggestion for any improvement or change in the
arrangements for the Praksis placement. “It has worked fine in the way it was conducted”,
he said.
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Document 3.3 Interview with company representative JL from the
building company LB on a student’s Praksis placement in LB
1. Background information
This document presents the results of the interview with JL, one of the 6 employees and
production manager at the building company LB. This company is a well established
handcraft enterprise that has existed since 1994. With more than 29 years in the profession
the company has built up a solid experience over the years and this has of course been for
the best of its customers.
The company LB performs almost everything in new buildings, additions to and rehabilitation
for private contracting, cooperative housing and contractors. The projects cover the following
Traditional brick and finishing work
Wetroom / Tiling and laying of membranes
Stoves / fireplaces and chimneys
Façade insulation
Façade rehabilitation and finishing
The following questions guided this interview:
 How is the student's practice organized in the company?
 Is there a person in the enterprise available for being the student’s “helpmate” during the
implementation of his/her practice?
 Which reasons has the company for offering a place for the student’s Praksis placement?
 Has the company had prior experiences in such kind of arrangements for students?
 Which wishes / needs has the company for feedback from the college?
 Has the company any suggestions for changes in the arrangements for the students’
program?
2. Summary of the interview
1) The student is a painter and should have greater breadth within the subject area of
masonry. When the manager was asked for what reason he had accepted a student that
would have his Praksis placement in the company, he said: "I did not want this at all, but I
knew the student well from before; we had worked together, so it was ok."
2) The company interviewee told that the student just called and said he needed a place for
carrying out his Praksis placement, and that he answered yes. If there had been a
stranger, i.e., somebody he would have been a doubt about offering a place for Praksis
placement.
3) There was no written contract or written agreement. The manager did not know much
what the Praksis placement was all about. But as he said: "The student knows much
about things here, he is an experienced craftsman who knows his trade and profession".
When answering the question why there was not contract or written agreement, he said:
"There is too much paper from before, as for example, with apprentices.” He has no need
for contact with the college. It becomes too bureaucratic. Oral conversation and over the
telephone is fine. This he expresses by saying: "If we small businesses should be able to
contribute, it must be easy." He refers to the paperwork associated with the apprentices,
and says: "It is written and documented, but why?"
4) When asked whether he organized something for the student, he says: "Organized
nothing extra for him. If it had been someone else, it would have been something else.
I've worked a lot with him (the student)." He did not expect students to be productive,
31
they should also observe without necessarily performing work all the time. The student
did not receive any payment for his work.
5) The student worked a lot with an apprentice. This meant that this was a good learning
situation for both student and apprentice. Here, the student had the opportunity to ask
questions and the apprentice to answer. As he put it: "The apprentice has the opportunity
to be ‘boss’ and this increases confidence."
6) In his opinion, the student learned a lot during his Praksis placement period. He believed
that the student had a fairly "deep" insight in relatively limited knowledge area, which he
believes is better than a superficial understanding of a "large" knowledge area. The
student was not a nuisance. He has a background in the trade and knows what he can
and what he cannot.
7) When asked whether he would accept to have a student that was a "stranger" and how
he would have reacted, he responded: "A short note from the college about what it is
about, one A-4 page, so I would certainly organise things better. I would plan more or
less as for an apprentice.
32
Document 3.4 Interview with company representative FH from the
building company EE on a student’s Praksis placement in EES
1. Background information
This document presents the results of the interview with FH (Electrician), who is one of the
10 employees working for the company EES. The company is located in E, a municipality
that is 300 km away from Akershus University College.
The company performs services that may include new installations, as well as preventive
maintenance and emergency assignments. The employees have expertise in both low power
and high power, EES covers needs in all areas of electro, such as:
 Strong power installations, light and heat
 Telephone centers
 Cabling System for telecommunications, data and video
 Alarm Installations and access control
 Periodical maintenance and inspection
Thus, the employees carry out planning, installation, and sales and service in industrial and
commercial buildings, apartments, houses and cottages.
The following questions guided this interview:
 How is the student's practice organized in the company?
 Is there a person in the enterprise available for being the student’s “helpmate” during the
implementation of his/her practice?
 Which reasons has the company for offering a place for the student’s Praksis placement?
 Has the company had prior experiences in such kind of arrangements for students?
 Which wishes / needs has the company for feedback from the college?
 Has the company any suggestions for changes in the arrangements for the students’
program?
2. Summary of the results of the interview:
1) The student that did his practice at E had his trade certificate in electronics, low power,
and should gain wide expertise in this case in the electrical / electricity installation.
2) The company’s interviewee expressed that it is okay to help a little in the education of
vocational education teachers therefore it offers the possibility to carry out internship
there. FH said that the town is not large, and most people know each other. He and the
student know each other from before.
3) No contract has been signed because he did not think it was necessary. They are adults
who have known each other.
4) The Praksis placement was organized through a conversation between the interviewee
and the student regarding the activities to be carried out in the company. Both agreed on
the tasks and activities to be done.
5) There was especial organisation for the student's Praksis placement, but it was made
sure that the student did participate in various types of work to ensure a certain level of
learning. They were somewhat organised according to the student's needs. This meant
that student worked with different people, but mostly with a person who was in a way the
"godfather" or “help mate” of the student. They did not experience that the student was a
disturbing element in any way when he participated in the daily work. The company does
not expect the student to contribute in the production (non profit)
33
6) The company has had positive experiences with having students in the business. It has
no experience in receiving students from a college. Their experience is with apprentices
coming from the upper secondary school. He expresses that he does not have a need for
more contact with the college. The student is an adult and knows what he wants and
needs.
7) When asked how he could think of improvements to the program, he says: "Everything
has worked fine. Perhaps it would have been different in a city where one is not familiar
with "all" people. There, you could probably need a written agreement and detailed
organization."
34
Section 4: Interviews with Turkish company representatives
Document 4.1 Contribution of the Company Action Project (CAP) to
professional growth and career development of MBA student BDe
Introduction
The first stakeholder interview was done with a former student of the MBA program of
Sabanci University, Mr. BDe. He has been a very successful student in the early
years of the CAP projects. The objective of this interview was to understand the
relative importance and the impact of CAP program on the career path development
and success of the student.
Mr. De was selected for the interview because he had written a reflection paper about
the CAP model in general and Practice Development course in it in particular, while
he was a student at the Sabanci University. In his paper he was describing the
structure of learning environment through the critical inquiry of the executive quests
in class and assessing his experience. In the following years, for a few years his
paper was adopted in the methodology section of the Practice Development Course
Syllabus as a description of the methodology of learning through the mouth of a
former student. It generally had a convincing power on the students who were
confronting with the unusual paradigm of action learning for the first time and
questioning its value in contrast to classical way of learning as such.
Nearly ten years after his graduation we sent him his homework back and asked him
to answer two questions:
– What was the contribution of CAP to your career?
– How did it change your practice?
Mr. BDe’s original homework and his recent views are given below with his consent
to be cited on the PBL Project web site.
1. The original reflection paper (reflection on the CAP experience at the end of
the programme) by the student BD (currently CEO of a large company)
“The process seems to be an action research for me, where I was in action of changing
myself and creating new knowledge. The teachers, the guests and my colleagues were
the participants of this process with me. And when we see it from a broader perspective
(more collective rather than individual), our class was creating knowledge together in
this process.
What were the main steps of this knowledge creation or value addition process?
1. In the first weeks we were trying to create a base of academic knowledge to prepare
ourselves for the conversations with the guests. This preparation part had two
important points in my opinion.
 We were trying to change our knowledge about classical organizations, systems
and practitioners. The aim was to be aware of the new approaches. This required
removing the boundaries in our minds; and looking to these subjects from
different perspectives.
 Through participation and discussion in the lectures, we achieved to develop
these ideas, and to add them new meanings. So we created an explicit basic
knowledge about the subjects.
35
2. The next step was the preparing of the questions. The importance of questions is
that first they define the direction of the conversation and they also prepare us for
the topic and for the profession of the guest. Again here are some key points which
should be taken into consideration while preparing the questions:
 In the questions we must focus on the practice of the person rather on personal
topics.
 We should never forget one important function of questions; they are serving to
get the tacit knowledge of the practitioners and to transform them into explicit
knowledge.
 Like Oğuz Babüroğlu says: "The less we assume in the questions, the more we get
information."
 So the questions should be step by step, where each step is complementing each
other; in order to create a meaning as a whole.
3. The third step is the conversation itself. Personal styles of the guests in the
conversations were maybe different. Mr. Güleşçi made an autobiography about his
business life in the first half of the speech, while Mr. Paker directly began to answer
the questions. And Mr. Gerçek came with a prepared presentation.
But besides these personal differences, one thing was very common and unique
for us. Each conversation was a research for us. The information was there; but we
were trying to discover it and to add new meaning to it.
Actually what we were doing was to intervene in the information flow of these
people (and of the whole value chain in which they participate) to understand it and
to get some meaning for ourselves.
4. The fourth step in the process is the collection of secondary data. This is also related
with the second step; because secondary data is required both for preparing the
questions and for writing the reflection paper. This data can come from different
sources (about the job of the person, about the company, about that industry, or
even academic publications).
But they all have one function in my opinion. The aim here is to create a
context, an environment for us in which we will reflect our ideas, interpret some
points. And in that environment we are trying to establish relationships and
meanings between the steps of the process to complete the Sabancı Graduate School
of Management Approach to Management. When we think on the firm level the
same logic is valid. They are defining their own environment and try to respond it.
This is the reason why each reflection paper is different from others. Each student
creates another context in which he or she writes the reflection paper.
5. Last step in the process is the writing part of the paper. Here we have three main
parts: (1) Words of the practitioner (2) Secondary data (3) Our ideas (4)
Relationships between conversations.
To my opinion, the relationship between the first three parts reflects the 3C of the
organizations. As the writer of the paper, we have to:
 Coordinate these parts to make a sense of it as a whole.
 Communicate them to relate them to each other.
 Control them to achieve the counterbalance between them and balance their
weights in the paper.
And establishing relationships between the conversations, and comparing them; we are
trying to look to the situation from subjective perspectives of different people. This is
again closely related with removing the boundaries. Through seeing different
perspectives, we are trying to create our own knowledge, our own meaning.
After examining the methodology, one thing seems to be interesting to me. I can
realize that the methodology itself contains all the concepts that we were aiming to learn
36
through this process. So we can say that the method of the process itself reflects its
messages clearly.”
2. Ex post facto reflection on the CAP experience (as a young man) by Mr. BD
(currently CEO of a large company)
I have graduated from Sabancı MBA program in 2001. Then I have continued to work
for the company where I had my CAP project. After different positions, I am now
working as the CEO of the company since 2006. The company HA is operating in
pharmaceuticals wholesaling business in Turkey, Egypt, Algeria and Russia; with totally
10.600 employees and an annual revenue of approximately. 5 billion USD.
I believe that the CAP project of Sabancı MBA made a big contribution to my
management practice. The key points are;
1. Classical studentship is an individualistic activity.
It includes listening,
understanding, learning, and answering. On the other hand, management is a fully
collectivistic activity. It includes collecting the opinions of all stakeholders
(suppliers, customers, employees, shareholders, regulators), creating the strategies
and business plans, convincing the stakeholders to business plans, motivating and
energizing employees, solving problems, monitoring results, .....
With this understanding, classical studentship will never be able to prepare people to
business life. On the contrary, the CAP project is a very collectivistic platform
where academic life and business life come together, where academicians and
managers work for a common target and common success. It is a real teamwork
preparing the participants for management practices, because it is a collective
learning process.
2. The first step of CAP is project company selection process. Even this step is a very
important tool for preparation. Every participant develops his/her own criteria and
then evaluates the alternatives with these criteria. And during this process, the
participant actually questions and determines his/her expectations from business life.
In another sense, he/she learns himself or discovers himself.
3. Besides the participants’ own projects, there are several projects in the MBA class
managed by different project teams. So it is not only a learning and preparation
within the project team. There is also a very important learning between the project
teams. The participants have the opportunity to observe different team cultures,
different sector frameworks, different company cultures, ...
4. A CAP project can only be successful if it is very strong both with its conceptual
framework and with its implementation. This is very important. So the participant
must work hard on the academic and conceptual background of the project and in
the same time the company expects from the participant a successful implementation
and business results. That was a very hard process for me to manage, but in the
following years it helped me very much. In the Turkish business life, the majority of
managers are very practical, agile and successful in managing daily/short time
operations. But they lack in conceptual frameworks, business plans and strategic
focus. Besides having the ability of managing daily operations, if you have also the
ability of conceptual thinking; you can move very fast in the career steps. The CAP
project creates a big opportunity for this purpose.
5. The biggest advantage of being student is that you can ask as much as you want.
And during the project you spend much time in the company, but you are still a
student. So this is the best time to ask questions and to learn. My CAP time in HA
was a period, in which I learned very much about the dynamics of the company. I
learned more than the people who were working in the company that time.
37
6. Finally, after completing the CAP project, the participant has an important knowhow in at least one sector. This is an important preparation for business life. And
beyond, if they have chosen the proper company, they even start their career during
the CAP project as in my case.”
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Document 4.2 Institutional perspective on the CAP Partnership
between the University and the Company - Interview of Mr. BDa
from the company AL
Introduction
As the global leader in its industry, AL. develops, manufactures, and supplies car
safety systems for all major automotive manufacturers throughout the world. Having
its headquarters in Stockholm, Sweden, AL is a Swedish-American company which
resulted from the 1997 merger of American Morton, Inc. and the Swedish AL AB.
Nowadays, the company and its joint ventures have 80 subsidiaries in 30 vehicleproducing countries, employing more than 40,000 people. In addition, AL has several
development and engineering centers in six different countries, including 20 crashtest tracks, which is more than any other of its competitors. The AL shares are listed
both on the New York Stock Exchange and the OM Stockholm Stock Exchange.
AL supplies car safety equipment to all major car manufacturers and most vehicle
brands. The company’s largest customer group is Ford, with 20% of AL’s revenues,
followed by Renault and Nissan, and General Motors. The company’s contracts
usually run for the life of the particular car model.
Currently, AL has more than 1,000 of its 40,000 employees in Turkey compared to
less than 250 in 2000. Sales have grown from $10 million in 2000 to exceed $200
million this year, of which 60% is export to mostly other AL companies. Main
customers of AL Turkey are Toyota, Renault, Ford, Tofas-Fiat and Hyundai/Kia.
The interview focused on the following questions:
1. What was the Contribution and Value Added of the Team?
2. Why was it different then what they could do on their own?
3. How do you regard the team?
 As an employee?
 As a team of students?
 As a group of interns?
1. Contribution of the CAP Team to the Company
We asked the following question to understand the value created to the company by
the CAP team:
 What was the Contribution and Value Added of the Team?
Mr. Da said that “the MBA experience on top of Engineering and Finance background
of the team provided result-oriented real-life project implementation”
As he mentioned the team members had Engineering and Economics undergraduate
degrees and this mix of different backgrounds created an advantage both for the
team and the company. He also pointed to the fact that team members working on
site and applying the results immediately helped the team’s integration with the
company and employees.
In Mr. Da’s words: “The team members, being on-site, producing deliverables and
experiencing them in daily life made employees to treat the team as one of them.
39
Contribution of the team in this content was to have a smooth transition to overcome
denial curve of employees accepting and implementing changes by heart.”
Actually the project involved Application of Lean Product Development System on
tools and processes, formation of Balanced Scorecard Systems (BSC) and QOSs for
BSCs, formation of Visual Management Boards and Adaptation of AL Global Product
Development Standards to AL Turkey Engineering (ATE). Therefore resistance to
change was anticipated but did not took place because of the smooth progress of
the project.
2. The difference between the Company and the Team carrying out the same
project
When asked about in what ways outsoursing the project to CAP Team rather than
doing it solely with AL emplyees Mr. Da gave the following answer: “When point
comes to change something – process, organization, way of work – external view is
required because internally things are running on motto “we are used to… “ .
Additionally CAP team was “fresh eyes” who had no prejudice or relation with
people/organization. External View and Fresh Eyes capability made a difference in
the way project implementation on the field and provided objective throughput.
4. The perceived role of the Team at the Company
It is usually one of the CAP success determinants how the company attach a role to
the CAP Team. If the role given is a trainee role, our experience has shown that what
the team can contribute is limited right from the beginning. Therefore we questioned
this is issue by asking about how they see the students:
 As an employee?
 As a team of students?
 As a group of interns?
Mr Da said that “We considered the CAP team as a company team doing the project
and therefore the students were regarded as employees”.
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Document 4.3 Impact of CAP projects on the development of
sponsoring companies - Statements of Mr. AD from the company
AS and Mr ÖG from the company BM
1. Background information
In the Euronet-PBL meeting in Istanbul/ Orhanli Tuzla the project had invited two partner
companies to present statements on the impact of CAP projects on company development..
The statements were given by the directors of two partner companies (AS and BM) who had
sponsored company action projects (CAPs) in the MBA-programme of Sabanci University.
2. The statement of the company AS
The report of the start-up company AS (with specialisation on high-tech software products)
drew attention to the necessity to let the project learn to redefine itself. The director had clear
goal-settings for developing a marketing strategy for going to international markets. However,
the CAP team showed the necessity of analysing the existing markets and customer
satisfaction (and of drawing consequences from the feedback).
3. The statement of the company BM
The report of the large conglomerate company BM drew attention to the fact that company
had trimmed itself well with internal training of expert staff (with Six Sigma). Yet, when it
considered the need to explore new markets in car sales and care services the company
considered it important to have ‘third eyes’ looking at the problems and prospects. In this
context his role was to coach the students to go and pose the staff members questions that
they normally do not pose to themselves (or to their fellow colleagues) and to work with such
questions. In this way the CAP project worked towards a new marketing strategy. In both
cases the process dynamic and the time frame made it possible that the projects worked
their way through from the critical questions and new situation assessments towards
workable plans.
4. Discussion and conclusions
In the discussion several questions were posed on the lessons from the CAP projects and
on the possibility of the projects to review critically the starting points and basic assumptions
(and how this was acceptable for the sponsoring company). Both company representatives
emphasised that they had had prior knowledge of the functioning of the CAP projects and
that they had trust on the partner university.
As a conclusion both company representatives emphasised the importance of the new
views and the critical review of prior practice that the CAP team had insisted. In both cases
the recommendations of the teams were received positively in the company.
41
Section 5: Interviews with company representatives and university
representatives in Slovenia
Document 5.1 The development and closure of the Master of
Business Administration (MBA) programme of the UM – Interview
with Professor DR
Introduction
The first stakeholder interview was done at the UM with a focus on the development and
closure of the Master of Business Administration (MBA) programme at the UM. The main aim
of this interview was to get a picture of the relative importance of the MBA programme for
university-industry cooperation in the region and to clarify the reasons why the programme
was closed. For the Euronet-PBL it was also essential to clarify whether the factors that
influenced the closure of the programme would have a wider importance for the future
development of MBA programmes and for other study programmes with a major emphasis
on practice-based learning.
1. The development of the MBA programme of the UM
1.1. Early development
The MBA programme was launched 19 years ago. It was based on the analyses of similar
programmes in English-speaking countries, in Scandinavia and in some other European
countries. These analyses were combined with the self-assessment of the relative strengths
of the Faculty of Economics and Business and of the needs of potential client companies.
This led to the model of intensively supported part-time study programme that was offered as
a paid service for the interested companies. The model was developed by a management
team that consisted of four university professors and two company directors. The key point in
the model was to promote integrated management competences that included all functional
management areas and deepened the selected priority areas with project work. In this
context is worthwhile to note that the MBA programme in UM was the first one in Slovenia
and as a pioneering initiative it had an impact on the cooperation climate between university
and the regional industries.
1.2. The structure and functioning of the programme
The programme had a modular structure in which the following modules were provided:
 The basic module (“company as a whole”) - 5 weeks presence studies
 Overview on functional management – 4 weeks teamwork in different areas of
functional management (financial management/ marketing/ international management/
production management)
 The specialisation period – 2 weeks focused work in selected area of specialisation
 The integrative module – 4 weeks period with emphasis on the role of general strategic
decisions and their interdependence with process management (implemented as a
marketing game between 4 simulated companies and 10 periods of strategic decisions)
and concluded by agreements on the final theses to be written by the students (plans and
selection of mentors).
The programme was run with 25-30 students per year and it included 7 seminar reports and
monthly meetings. The students had their first academic degrees in different subject areas
and had then progressed to management positions. Since the participants were part-time
students while working in their companies there was a keen interest to make up-to date
knowledge accessible and workable for the users. Therefore, the supporting university
42
teachers prepared working materials that covered transversal themes and drew attention to
diverse areas of management and their interdependence in business processes. Also, the
programme had 5 periods of controlling (regarding the progress with studies and regarding
the adjustment of the studies to work processes in companies).
1.3. The role of the MBA programme in the regional context
The MBA programme played a specific role in preparing the Slovenian companies to enter to
wider market context after the new independence. Also, it is worthwhile to note that the first
students were top managers who then served as multipliers who provided the access to
functional managers and heads of department. Furthermore, the joint learning processes
served as a basis for finding regional synergies or for creating awareness of competitiveness
in a wider European and global market context.
1.4. The international dimension of the MBA programme
As a specific programme for post-graduate learners in professional positions the MBA
programme has been subject to international accreditations. Moreover, the MBA programme
of the UM had special partnership agreements with 21 foreign universities. Based on these
agreements the programme organised “Management in Action” events in which foreign MBA
student teams visited the UM and made field visits to the regional companies during the one
week’s period. The findings were presented shortly at the final meeting and reported after the
event.
2. The closure of the MBA programme
In general the MBA programme appeared to be successful and appreciated (both as a
university programme that served specific clientele) and as a special instrument for
promoting university-enterprise cooperation (and interaction between academic knowledge
processes and applied knowledge development). However, the general reforms in higher
education structures and the specific circumstances at the local level led to the closure of the
MBA programme at the UM.
The general reforms in Slovenia have been part of the national implementation of the
Bologna process – the introduction of common degree structures and credit transfer systems
across the European Higher Education Area. The common degree structures as such are not
critical for the MBA programmes. However, in the transitional phase the national government
and the universities made agreements on the recognition of prior degrees vis-à-vis the new
Bachelor-Master structures. In these agreements the earlier 4-year degree programmes
were widely recognised as equivalent to the new MA degrees. This led to a collapse in the
demand for post-graduate Master-level programmes in Slovenia. Instead, the professionals
started looking for opportunities to enter directly the PhD-programmes.
Parallel to this there were personal changes in the UM that gave rise to reconsider the
organisational foundation of the MBA programme. From its initial stage the MBA programme
had had a specific support team that functioned like a separate ‘business unit’ within the
university structure. In the context of streamlining the degree programmes the organisational
structures were also reformed. Altogether, the conclusion of the University of the Maribor
was to close the MBA programme after the current students have completed their studies. As
a consequence, the shift of emphasis in the development of university-enterprise cooperation
in the area of economics and management is moving to more specific cooperation agendas
between interested companies and faculty members.
43
Document 5.2 The university-enterprise cooperation prospects
viewed from the perspective of the company LM – Interview of
company representative AM
Introduction
The company LM is a national and regional key player in the field of pharmacies. It has been
recently reorganised into different profit centres that are responsible for the production of
medical products, for the wholesaling of the products (on international markets) and for the
local distribution of the products to the users. The company has been involved in promoting
practice-based learning in pharmacy as well as in the area of economics and management.
These activities are based on different institutional preconditions and they will be discussed
separately below. Furthermore, the company has been involved in the initiative to launch a
new department of pharmacy in the UM.
1. The practice-based learning activities in the area of pharmacy
The profession of pharmacists is a regulated profession across Europe and there are
common standards to be met in the curricula and examinations. In this context the students
have complete a practical placement period during one semester. (The duration of this period
has been expanded from the earlier one month to the current 4 months). For implementing
this period the company has to follow the common guidelines and has to make sure that the
students get a holistic overview on the work of pharmacists in the production and distribution.
The company is obliged to contribute to the curriculum implementation and it gets some
compensation of its involvement. The obligations of different parties involved are expressed
in a tripartite contract between the student, the faculty and the company.
2. The practice-based learning activities in the area of economics and management
The opportunities for practice-based learning for students in the area of economics and
management have been provided on a case-to-case basis. The background for such
cooperation has been laid down by the prior involvement of the company management
representatives in the MBA programme of the UM. The special attraction for the students in
economics and management is the possibility to study the interdependence between
production, wholesaling and distribution. In particular the new marketing efforts in Eastern
Europe can be seen as possible areas of studies.
3. Specific issues
Concerning the role of the company LM (and its different profit centres) as a key player in the
(regional) university-industry cooperation it is essential to take into account some key issues:
a) Changes in the company
Recently there have been changes in the top management and these changes have had
implications to the business model and to key activities. The reorganisation of the company
into three profit centres has been implemented quite recently and the company has built a
new production unit. All these measures have required major engagement of the responsible
management representatives.
b) Confidentiality and sectoral competitiveness
The pharmacy sector is very competitive. Therefore, there is a concern on inappropriate
treatment of competition-sensitive data. This is not a fundamental obstacle for students’
projects but a matter to be considered (regarding the access to sensitive data).
c) The role of possible students’ projects in economics and management
Concerning possible students’ projects it was easy to find an example of the international
student exchanges of the former MBA programme. In the context of the international
“Managers in Action” event the company hosted a group from an English university that
44
organised a questionnaire on job satisfaction in the company. The results were gathered in a
week an presented briefly at the end of the week, whilst the more detailed analysis was
received some time later. Regarding possible domestic students’ projects company
representative AM would prefer to host students that are completing their Bachelor or Master
theses and to visit the company during a period of 4 or 5 months. However, in such cases
there is a need to clarify the confidentiality issues very carefully.
d) The possible launch of a new Pharmacy department in the UM
For the moment the students of Pharmacy are studying in the University of Ljubljana and
have to commute between Ljubljana and the local region during the practice-based learning
period. Given the critical mass of the pharmacy industries in the local region, the Medical
Faculty of the UM has taken the initiative to launch a new department of pharmacy. Whilst
this solution would bring the practice-based learning closer to the university, there is a
problem with the shortage of qualified teaching staff (for studies to be carried out in
Slovenian language). If this problem can be resolved, the company LM can become more
intensively involved in the support for practice-based learning in pharmacy. In particular, the
draft concept of developing 4 local pharmacies as authorised ‘teaching pharmacies’ can be
implemented in practice.
45
Document 5.3 The development of university-enterprise cooperation in energy
technology and ecological technologies – Interview of company representative
BG at the company ET
Introduction
The company ET is located at a smaller town Ve. The company is a family-owned technology
company that specialises in energy technology and ecological technology. It has ca. 180
employees of which ca. 40 are involved in part-time education schemes (including diverse
levels of qualifications). These schemes are either directly sponsored by the company or the
participation of the interested staff members is supported by the company. The discussion
with the company representative BG focused on the following topics:
 The role of education and training activities in the strategy of the company ET,
 The opportunities for practice-based learning in engineering and natural sciences,
 The opportunities for field visits for students in economics and management,
 Other educational cooperation of the company ET.
1. The role of education and training activities in the strategy of the company ET
Until the year 2000 the involvement of the company ET in educational activities had been
rather sporadic and the decisions to participate had been taken on a case-to-case basis. In
the year 2000 the company adopted a strategy to become an innovation leader in energy
technology and environmental technology in the Western Balkan area. As a part of this
strategy the company developed its cooperation approach to ensure
a) continuing professional development of the staff members and
b) continuing technological updating and improvement of the products.
The first educational measures that were taken to implement this strategy included the
upgrading of the qualifications of the managers and staff members in strategic positions. This
kind of educational participation has then been spread throughout the organisation. Parallel
to this the company has systematised its cooperation with the universities and other
educational institutions to enable students’ participation in working life and in practice-based
learning activities.
2. The opportunities for practice-based learning in engineering and natural sciences
Regarding the learning opportunities in engineering and natural sciences the company had
had special concerns because there was a decline of interest among young people to study
engineering and natural sciences. Therefore the company has introduced a system of giving
10-15 stipends a year for students to undertake studies in the key areas of the company ET
(including field visits and working in the company).
The company is also in the process of launching a laboratory for pilot projects (that will be
carried out with partner faculties in the University of Maribor and with other interested
partners). The cooperation with universities is coordinated by the Research & Development
department of the company. In this context the department has the task to ensure that the
company is constantly updating and improving its knowledge basis and that it maintains its
capability to put knowledge into practice.
46
Document 5.4 The development of knowledge transfer between
universities, users and a transfer-promoting virtual company –
Interview of company representative PM at the company MF
Introduction
The company MF was started as a management consultancy company. The founding
director was a university professor who felt the need to engage himself as a practitioner in
consultancy (to get feedback on the usability of knowledge). In the early stage the company
the consultancy services had a close resemblance to academic teaching at the university.
However, as a service provider in his company the professor had to meet the challenge of
customisation (that was not similarly present in the academic teaching). However, during the
years 2000-2005 the company had to meet a major change in the demand for consultancy
and knowledge development services. In this respect the working concept, the relation to
academic knowledge, company-specific knowledge and applied knowledge processes had to
be reviewed. This led to a new working concept due to which the company MF has a special
role as a provider of practice-based learning opportunities alongside university studies.
1. Transformation of consultancy and the involvement of students
The key change in the consultancy business was that there was less demand for tutoring and
mentoring in the use of basic management techniques and processes. Instead, the demands
were growing in the area of continuing updating of companies’ knowledge bases and in
managing their own knowledge processes. Also, there was a growing demand on managing
the processes of networking, partnership development and synergy between co-operating
organisations. Regarding the role of consultancy companies, expertise involved and possible
roles for supporting students this led to the following changes:
a) Whilst the consultancy companies could previously serve as customised providers of
management know-how, they had to expand the range of expertise,
b) Whilst the expertise that had been used so far had a close resemblance to academic
teaching and research-based knowledge, there was a need to move towards grey zones
between established areas of expertise,
c) Whilst students had had a role in carrying out supporting tasks and in assisting the
delivery of knowledge, there was a need to engage students more in the explorative and
developmental processes.
2. The triangularity between university, applied knowledge and facilitators’ work
As a response to the new demands the company MF shifted its emphasis from traditional
management know-how to management-related software development and to support for
company-specific knowledge management. This required combination of traditional
management expertise, new ICT-related expertise and ability to work with client companies
and their customisation processes. Firstly, there was a need to use research-based
knowledge on new business models and on related management issues. Secondly, there
was a need to work with different areas of ICT-related know-how that could not be covered
by single individual experts. Thirdly there was a need to work with new service concepts that
were based on common core knowledge and on different degrees of knowledge sharing (in
terms of ownership and partnership).
This led to a transition from case-by-case consultancy work (with ad hoc teams) towards
long-term teamwork with basic service concepts (core products) and to gradual steps to
customisation. In this context the participating experts and students (emerging experts) had
the possibility to opt for different roles (active partners, associate partners, supporting staff)
and the roles could change in different phases of the process (and on the basis of the
interests of different parties). However, since the company was working as a university-near
47
spin-off company, it was essential for the company that the students were not opting out of
their study plans but that their involvement in the company was seen as an external
opportunity for practice-based learning (and as well-documented field activity to which the
students could refer to in their studies).
3. Learning opportunities in the virtual company (alongside the studies)
The specific feature of the company MF as an environment for practice-based learning is the
fact that it is primarily a virtual company. In this respect there are no office premises or fixed
working hours. Instead, the processes of cooperation, interaction and participation have to be
organised on the basis of developmental needs, customers’ needs and on mutual learning
needs. This regulates the frequency of web communication, face-to-face meetings and joint
participation in meetings with customers.
Another aspect regarding learning and knowledge development is the shared ownership of
the development work and the different degrees of participation. For the developmental
process it is necessary to have rules that enable the participation of different partners and
that the partners can agree on their relative ownership on product. Also, regarding the
process of customisation and the role of applied knowledge it is essential that the transfer
company can agree on terms of shared ownership with user-company that has participated
actively in the developmental process.
For the students’ professional development it is important that they can already during their
studies have access to such developmental arenas. Furthermore, it is essential that they
become aware of the growth from student assistant (providing peripheral support for a team)
to contracted junior expert (with more central involvement in a team) and/or to independent
professional (with an option to continue or to become external partner).
4. Final remarks
In this context it is worthwhile to note that a transfer-promoting company like the MF is not a
major element in the university-industry cooperation or in developing the practice-based
learning arrangements that are directly linked to curricula. However, it seems that in the
regional contexts in which the curriculum-integrated opportunities are not strongly developed,
such additional opportunities may have a vital role. Furthermore, it is worthwhile to note that
such companies are working with interface areas of different bodies of knowledge and
combining different interests of knowledge. Therefore, it is essential to pay attention to
developments in such companies. Finally, if such companies become established regional
players, they should be taken into account as part of a local innovation system or a regional
network environment.
3. The learning opportunities in economics and management
The cooperation with the Faculty of Economics and Business has been paved by the
involvement of managers of the company in post-graduate studies (at MSc and PhD level).
Based on this cooperation the company has developed a pattern of inviting students for 1
month field visits in the company. Normally the company receives 3 students at the time for
such visits. In the beginning these visits include familiarisation with the company (as a whole)
and observation of work processes. Later on these visits include shadowing key persons and
focused involvement in operational tasks. In particular these visits have the task to familiarise
the students with project management cycles (planning, executing and controlling) in the
company. If the students show a deeper interest in studying the company processes, these
visits can be renewed during the next years. The aim of these field visits is to provide a
necessary experiential background for possible Master theses or PhD theses that could
focus on the management aspects of the company processes.
48
4. Other issues on the educational cooperation of the company ET
Below some additional issues are taken up on the basis of the conversation:
a) The company ET is working in highly specialised fields of technology and in a very specific
language area. Therefore it doesn’t have many competitors that could try to attract staff
members or visiting experts to leak business secrets. Moreover, the company is confident
that its processes of continuing technological improvement and professional development
are strong enough to ensure the competitive advantage and the commitment of staff.
Therefore, the company ET allows relatively open access for visiting students and university
staff members to the data that emerge from the company processes. Only a very limited
proportion of such data is considered critical and highly confidential.
b) The educational cooperation that was discussed during the interview was limited to higher
education. At the end of the conversation the company representative mentioned briefly the
parallel cooperation with the local Vocational Education and Training College (SSV). This
cooperation focuses mainly on shorter familiarisation visits and then on the provision of
workplace learning placements for trainees in some key areas (metal technology and electrotechnology). This cooperation is gaining more importance as a part of the strategy of the
company (to ensure the availability of good quality skilled workers).
c) The company has also other cooperation with university staff members and students that
work in university-linked transfer promoting companies (e.g. in the development of software
and knowledge management concepts that support the company processes). Moreover, the
company is looking for further possibilities to develop such cooperation.
d) The company has already made a considerable experience with hosting students’ visits,
with supporting the studies of staff members and with promoting parallel students’ projects.
However, so far there has been no clear self-evaluation event that would have drawn interim
conclusions of such cooperation.
49
Document 5.5 Interview with company representatives EB and RS
on students’ Praksa placements
The interviews were made as a discussion between the interviewees and Tina Dolenc. The
interviewees are representatives of the same company and were both mentors to the
students of Social Informatics. The answers were written down during the interview.
1. In what subject area (informatics, statistical analysis,...) has your company hosted
students’ practice-based learning activities?
EB and RS: The company deals with statistical surveys and in that subject area they hosted
students’ practice-based learning.
2. Have you adjusted to student’s knowledge and study programme while setting the
students’ tasks?
EB: The interviewee said that they cannot always adjust to student’s study programme,
because they have their own priorities and work that needs to be done. According to that the
students’ practical work depends on the temporary priorities of the company.
RS: The interviewee agreed with the statement of EB and added that for the tasks that were
set, the students did not need any special skills.
3. What kind of specific tasks can the company propose for the students’ practical
work? What kind of requirements for the students can be indicated?
EB: As it was said before the students’ tasks depend on the temporary priorities of the
company and also of the mentor’s priority work. They do not have any special requirements
for the students but only good knowledge of English and Microsoft Office programmes (e.g.
Excel, Word and Access). According to that the students’ tasks are usually testing of their
applications, editing reports and manuals in Word etc.
RS: The interviewee’s opinion is that in such a short time of practical work they cannot set
any difficult tasks for the student. According to that they do not require any special
knowledge, but they set the tasks regarding to the students’ skills. Most often the students’
tasks are administrative work, editing database etc.
4. What kind of experiences the company has made with the implementation of
practical work?
EB and RS: The interviewees were mentors of practical work to three students’ – EB to two
students and RS to one student – and they have very good experiences with them.
5. Have the tasks been implemented as agreed? Have there been spin-off effects?
Have the results been such as expected or have they often caused surprises?
EB and RS: The interviewees agreed that all the tasks have been implemented and that
there have not been any spin-off effects, neither any surprises. This is probably the result of
ongoing problem solving.
50
6. Have you discussed the students’ results in the company? Have you had
discussion with the faculty representatives on the results?
EB: In the company there was no discussion on the students’ practical work results. The
interviewee only had a discussion with the lecturer at the faculty who coordinates the
practical course. They have discussed about the quality and the area of the students’ work.
RS: The interviewee had no discussions about the student’s practical work in the company
neither discussed about this with the faculty representative.
7. Have you taken developmental initiatives based on results of students’ practical
work?
EB and RS: There were not taken any developmental initiatives based on results of
students’ practical work.
8. What is your overall judgement of the benefits of students’ practical work for your
company? How do you consider the possibility to continue with hosting students for
practical work? Are there some issues that need to be taken up for better
effectiveness of practical work? What do you suggest?
EB and RS: The interviewees’ opinion is that the company had more benefits if the practical
training would be more extensive and if the students could continuously perform their
training. If the practical training will still be performed with longer interruptions (students’
absences) they will not host students for practical work anymore. According to that the
system of practical training needs to be changed.
51
Section 6: Discussion note and stakeholder interview on universityenterprise cooperation in Denmark
Introduction
The Company representatives are all very positive towards the practicum. Only the company
representatives hosting the master students expressed some concern regarding the level of
information from the university. They did not really understand what the practicum was all
about and they could not understand that there was no formalised contact to the university. If
they wanted to, they could ask the students to sign a confidentiality and cooperation
agreement, but this was all left to the student, even if it is strongly recommended by the
university! In most cases there was no contact between the company and the supervisor.
The company representatives give several reasons for participating in the practicum
arrangements. Some say that it is only a natural thing as is the participation in research
projects and other cooperation with the university. One company representative did not really
understand the practicum as a separate part of the cooperation with the university, but saw it
as an integrated part of the cooperation with the university and only natural, as this was a
good way of finding job applicants and see them work before signing them on for real. Others
saw them as a way of getting qualified labour into the company in times of scares resources.
This was mainly seen in public organisations. But most company representatives saw the
practicum as something which it was fun and interesting to do. Challenging, maybe, but
certainly worthwhile.
Interview example – The Danish Rock Museum
The interview were made as a discussion between the interviewees and research assistant
Christina Madsen, who had been a trainee at the Rock Museum for six months and after that
made her master thesis at the Museum. The answers were written down during the interview.
Tell a little about yourself and the organization you work for:
The Danish Rock Museum is currently a development project in Roskilde, where we strive to
create an entirely new kind of cultural history. The vision is that Denmark's Rock Museum is
a large house with exhibition facilities, interactive production rooms, cinema, concert hall,
recording studio, library, archives, and teaching and research facilities. The museum will not
only illuminate the Danish rock music as an important heritage. With prospective pedagogical
means the museum will be a living experiment and offer challenging experiences that visitors
cannot get elsewhere. New technology will make the museum an interactive communication
platform and make it into something special.
I am executive secretary for the DMR - I have been since the first January 2008.
How has DRM chosen to work with students, for example, with interns (practicum)? What
thoughts lay behind the collaboration?
We participate in RUCMUS cooperation between museums in Roskilde and Roskilde
University. This is to get students to write about relevant topics for the rock museum. It can
be e.g. a rock history, performance design for events, light and sound, the experience
economy or whatever we can use in our collections and in the development of the museum.
We have even been out to the student’s semester start – at the history department - and do a
little promotion of ourselves.
We currently have 2 graduate students who use us as a case. They have even contacted us
themselves.
When you have had interns (student in practicum arrangements) or other students working
52
for you, did you then define the tasks or has it been left to the individual student to find the
best way to use their skills and competencies?
It is us who have defined the jobs at first - what we need to solve with his or her
competencies. Of course we have presented the task to the students before and asked if
he/she
thinks
it
might
be
interesting.
Our experience is that trainees are very interested in their studies (clearly - of cause they are
… ha, ha) and therefore not quite able go wholeheartedly into the task we need to solve. It is
much like here-and-now tasks; more than one long-term assignment. So there are deadlines
in the study programs and there are deadline with us, it is difficult for the student to meet
both.
It is better they are using us as a case and come and go and sit here some days when they
need to see us.
Have you been surprised by some of the developments the projects have taken when
students have been involved?
No
What kind of skills and competencies do the DRM consider important for among trainees and
students?
That he or she is flexible and are able to cope with our somewhat hectic situation - without a
building and a clear organisation. The best experiences we have had with the interns are
business trainees who are graduates coming in 4 weeks and get a fixed assignment which
they will solve. Maybe you in the organisation and management studies prefer to divide the
time into sequels, concentrate it, so the student spent 4 weeks here and then write the
university thesis.
Do you at DRM learn something about yourself by working with students? What did you
learn?
Yes, definitely, many trainees/students give us very good input and they are able to get deep
into problems we do not have the time to tackle.
Did you change anything as a consequence of the learning taking place in the cooperation
with the students/trainees?
No, not at present.
53
Section 7: Input on university-enterprise cooperation in Ireland:
ULearning Evaluation of Courses
The Specialist Diploma concept is a mechanism to deliver Masters level 9 education in areas
of strategic importance to maintaining economic competitiveness and individual
employability. The progression allows participants to advance if desired from specialist
diploma to MSc choosing the knowledge areas in which they specialise based on their
individual needs.
The programmes are all designed to facilitate those in employment, through part-time,
distance and online delivery. Each focuses on building the capability and employability of the
participant at each level through a focused and relevant content and involvement in industry
specific and focused projects.
ULearning was set up to deliver the Specialist Diplomas on offer in a professional and
flexible suited to the needs of industry focused education. The advanced technical skills are
divided in the fields of Enterprise Performance, Enterprise Management and Information
Technology.
Feedback from students
Did the course help you achieve what you expected?
Most students (85%) were very positive about how the course helped them achieve what they
wanted.
Learning Transfer
Students were overall very positive about what they learned, and their ability to apply it in the
workplace.
“It changed way I think.”
"It has helped me look outside the box when faced with challenges"
"Using tools learned helped me work more efficiently"
54
"I use the knowledge gained on a weekly basis"
Students generally report they were able to transfer what they learned into action in the
workplace, although there was variation from course to course, and employer to employer.
Some students reported difficult with being able to apply what was learned in the workplace:
"It is impossible to implement change in a large company at my level"
In interviews, some students felt it was difficult at their level to implement the sorts of
changes which they could identify from their courses. This was an issue for some students
working on projects, who had difficulty ensuring that the project dovetailed with their day to
day roles:
"The project doesn't really fit with what I'm doing at work. It sits on the back burner"
Better engagement of the students at work supervisor level with the course could
help to mitigate these issues by ensuring that


The student is empowered to use what they have learned to make changes in
the work process
The student project is designed to align with the supervisors requirements.
55
Trainee - View Behaviour Change
Supervisor - View Behaviour Change
Impact and Return on Investment
“This has enabled me to take a much more active role in the strategic direction of the
company”
"Completed a number projects delivering savings of over $500,000"
56
Students were overall strongly positive about the impact of the courses on their own work and
their business, and on the potential for a positive return on investment.
Case Study: Masters and Diploma in Strategic Quality
Management, Lean Sigma Systems
These programmes collectively made up half of the ULearning enrollments, with 25 students
taking the MSc and 31 taking the Diploma,
The MSc consisted of 12 modules












Lean Thinking/Lean Tools 1 (AU5041/AU5041)
Managing Technology Projects (AU5022/AU5022)
Lean Thinking/Lean Tools 2 (AU5042/AU5042)
Leadership & Change Management (AU5033/AU5033)
Quality Science Statistics 1 (MS5411/MS5431)
Quality Science Statistics 2 (MS5412/MS5441)
Organisational Behaviour & Development (AU5061/AU5061)
Strategic Business & Operations Management (AU5011/AU5011)
Information Systems & Software Management (AU5031/AU5031)
Problem Solving Tools & Techniques (AU5051/AU5051)
Thesis (AU5003/AU5003)
Thesis (AU5004/AU5004)
This was essentrially a superset of the Diploma in Lean systems, which consistend of
5 modules, the Lean Thinking modules AU5051 and AU 5042, Leadership, Change
and Innovation Management (AU5033) and two additional modules:


Lean Sigma, Project Management and Finance AU5091
Lean Systems Project AU5092
57
Reaction
Student interviewed were generally positive about the course overall, but there was a
strong diversity of opinion.
Most students were very positive:
"It was great. I have several of my direct reports doing it now, and I would
recommend it."
While some were very negative:
" I would advise my workmates to steer clear"
Negative reactions were generally driven by a small number of modules the students
considered to be weak, although no module escaped without some criticism from at
least one interviewee. Key modules are discussed in detail below. However, even
students who commented negatively on some modules agreed that the course was
mostly at a high standard.
Delivery Format
Students were overall positive about the blended delivery format, and felt it worked
well. The Moodle VLE was singled out as a particular strong point.
“The distance format was great for me”
“Saturday mornings were ideal
“All the information was up there on the Moodle, easy to access”
Some felt they missed out on the face to face element of working with other students:
“Missed the chance to sit and interact with colleagues”
Learning and Transfer
The substantial majority of students interviewed were very positive about the applicability of
what they learned to their work. This included students who were critical of the course
quality.
“We use this stuff every single day.”
“We are a Lean shop. This is what we do.”
“Practical use of theory through applying lean tools to an actual production line, meant that
skills were retained from the course.”
“I have no doubt that this has changed the way I work”
A small minority of students found it hard to apply what they learned in their own
workplaces:
58
“Hard to apply the tools specifically back to the company.”
They felt there was a gap between the academic theory and the practice in their companies,
and they felt their own supervisors were at a distance from the process.
“We need to have the academics and managers talking directly.”
“This course much like all academic courses falls down in the interaction between business
and academia.”
“Lecturers tend to read at you and then talk at you - little opportunity to discuss themes in
practical terms”
While this was a minority view, one student noted a close relationship between the academics
and their managers as key selling point of a competing qualification from another provider:
“Those guys come right on sight and work through the projects with us here. It’s like free
consulting, as part of the course.”
As noted, this critique was a minority view. However, as bridging the gap between the
workplace and academia is a key goal of the ULearning skillnet, the finding that some
students this aspect wanting in practice is notable.
Impact and Return on Investment
Students were very positive about the impact of the course on their business.
“Major reduction in unplanned downtime.”
“It helped us transform transform a poorly performing process into one that was
comparable to “Best Practice” within industry”
“Less waste on the production floor”
For a small minority of students, the impact was positive, but coloured by the
downturn:
“The course will help me get a new Job”
“If we’d had this three years ago we could have saved the plant”
A small minority of students felt their positions did not give them the scope for the courses to
have an impact:
“Most of us wouldn't have a lot of control on the work we do.”
While positive about what they learned, this group felt that in their current positions they did
not have the scope to apply what they learned by making changes, although they agreed the
knowledge would be useful as they moved to higher levels.
59
Most students, due to the nature of the course, expressed the positive impact of the
course in terms of a return on investment. While many of those interviewed were
unwilling or unable to comment on details or exact figure for return on investment
citing confidentiality and intellectual property issues, all those surveyed and
interviewed agreed that the return on investment was strongly positive:
"I can't give out the exact figure, but it's not far short of €100,000 for my projects
alone."
"Completed a number of projects delivering savings of over $500,000"
"Completion of project will save my company tens of thousand of euro per year."
"Project example saved $104,00 per annum for the company"
“Cost savings amounting to greater than €150,000 and more”
The comments above a representative sample of many. Of the students interviewed, those
who took the Lean MSc generally reported savings in excess of €100,000 per student per year,
giving a conservative overall savings of €2.5 million euros arising from the course. Lean
Diploma students were less specific about the return on investment, but generally quoted
values in the tens of thousands of euros. Considering the student numbers on the course $4m
euros per year would be a reasonably conservative estimate of cost savings for students who
took the Lean MSc and Diploma courses.
The return on investment for the firm is thus very strong, but for the student it is less clear.
The time cost is substantial, and it is difficult to put a fair financial value on lost free time.
Benefits to individual students would tend to accrue in the long term – increased wages due to
promotion in future years (or averting a drop in income by avoiding layoffs) are likely to
occur. It is reasonable to assume that these long term benefits deliver a positive return on
investment for the students, given that they have all voted with their feet and invested
substantial amounts of time in the course.
Case Study Conclusion
Overall the course was positively received, and delivered a very positive impact and return on
investment to the students who took the course. That said, all modules in the course were
criticised to some degree, and specific modules attracted harsh criticisms. Much of these
criticisms have been taken on board by the provider, and improvements have either already
been made, or are ongoing.
Other specific improvements suggested by students included:
 Shifting the focus on the contact hours from lecture style to workshop style, and
assuming that students are able to review the lecture material on their own time
 Closer linkages between the course and supervisors to maximise the benefits of the
project work to the business
 More real world examples
 Speakers or guest lecturers from industry


Make lecture recordings downloadable (podcast style) so they can be listened to off
line (eg while commuting).
Encourage students to submit questions prior to lectures/seminars - webinar style
60



Encourage better use of social bookmarking tools
Avoid over-reliance on the discussion board as an assessment tool
Give students the opportunity to provide regular feedback at interim and end of
module and not just end of programme – encourage more online feedback via
surveymonkey style questionnaires.
Recommendation
Closer Training Provider / Course Supervisor Linkages
Some students felt a disconnect between their day work and their course work. They
felt it was difficult to create projects that were appropriate to the course, while being
relevant enough to their day jobs to get positive buy in from their managers.
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Appendix 1 Sample of benefit of participation on ULearning Programmes Responses
***************************************************************************
*******
Description of Project: Productivity Improvement in one step of the manufacturing
process by eliminating the non value add tasks,
Benefit to Individual: Put into practise the theory learned during the academic modules of
the course
Benefit to company: Productivity improvement => ability to lower manufacturing cost
=> makes the company more sustainable in a high cost economy
Company Sector: Healthcare manufacturing
Location: Ennis, Co. Clare
Size: ~ 300 employees
Company Name (optional):
***************************************************************************
*******
Description of Project:
Lean Conversion Process, LCP. The objective of this project is to convert a manufacturing
line from a batch system to one piece flow with the flexibility to respond to customer demand
by +/- 20%. Metrics that are impacted Quality, Cost (productivity, throughput) Delivery. This
project also included the introduction of standard work, versatility plan (cross training plan)
and staffing plans for various volumes.
Benefit to Individual: Practical application of lean tools
Benefit to company: Develop lean competencies both theoretical and practical
Company Sector: Medical Devices
Location: Co. Tipperary
Size: 700+
Company Name (optional):
***************************************************************************
*******
Description of Project: Lean Systems project
Benefit to Individual: Industry Master Black belt and MSc
Benefit to company: Cost savings amounting to greater than €150,000 and more
Company Sector: Medical Device
Location: Limerick
Size: 700 employees
Company Name (optional): Vistakon Vision Care Johnson & Johnson
***************************************************************************
*******
Description of Project: I am part taking in the Lean Healthcare Diploma and took on a
project in a Nursing Home titled Technology in the Nursing home.
Benefit to Individual: The benefit to me is that I have a background in the multinational
environment had taken redundancy with a view to a career change and in particular interested
healthcare for the elderly. The programme was a huge benefit to me as it helped me meld my
past experience with the new environment I was entering into. I found the experiences of
fellow students a huge insight into the world of healthcare and other industries.
Benefit to company: I work for myself but now I can add the upcoming qualification to my
portfolio helping to market my services.
Company Sector: Healthcare
Location: Celbridge Co. Kildare
62
Size: 2
Company Name (optional): Healthsense Ltd.
***************************************************************************
*******
Description of Project: Dip Quality Management (Lean Systems)
Benefit to Individual: Management Development
Benefit to company: Facilitates Ongoing Continuous Improvement Programs
Company Sector: Aviation Maintenance (Service)
Location: Shannon Airport
Size: Medium (200-250 Employees)
Company Name (optional): Air Atlanta Aero Engineering
***************************************************************************
*******
Description of Project: Implementation of an electronic system for GPs to order pathology
tests online.
Benefit to Individual: Illustration of how the course content could be applied to a practical
project – including the use of Project Management and Change Management theory, and
applying the Lean tools to the project.
Benefit to company: Improving the preanalytical processes in laboratory reception,
especially the elimination of errors. In more general terms, having a staff member with the
skills and experience to implement Lean improvements, and to expose the wider workforce to
the potential benefits of Lean projects.
Company Sector: Healthcare
Location: Dublin.
Size: Approx. 3,500 employees.
Company Name (optional): St. James’s Hospital.
***************************************************************************
*******
Description of Project: Waste Management Program
Benefit to Individual: Hands on Learning
Benefit to company: Cost Reduction and Environmental Management System
Improvement
Company Sector: Logistics and Manufacturing
Location: Limerick
Size: 200 staff
Company Name (optional): SerCom Solutions
***************************************************************************
*******
Description of Project: MSc Technology Management
Benefit to Individual: The programme has helped to improve all round knowledge of
business processes, strategy and its development, and general management skills. This has
enabled me to take a much more active role in the strategic direction of the company,
bringing a critical eye to decisions and actions taken by the business and to help develop a
focus on how technology can enable the generation of real business value.
Benefit to company: Development of senior management level skills to better deliver value
to the business from investments in technology.
Company Sector: Financial Services
Location: Dublin, Drogheda, Naas and Kilkenny
Size: 2,200 staff
Company Name (optional): State Street Corporation
63
***************************************************************************
*******
Description of Project: Mapping of goat cheese production process, and creating ideal
model.
Benefit to Individual: Get quality business information at no cost.
Benefit to company: Focus on cost reduction, increased efficiencies, and sales.
Company Sector: Dairy products
Location: Clare
Size: 4/5 people
Company Name (optional): Bluebell Falls Goat Cheese
***************************************************************************
*******
Description of Project: Post Grad Diploma in Quality Management - Lean Systems
Benefit to Individual: Great benefit
Benefit to company: Currently lean is being used to reduce waste/contain costs in the
organisation
Company Sector: Health
Location: North East
Size: vast
Company Name (optional): HSE
***************************************************************************
*******
Description of Project: MSc. Black Belt - REduce Cycle Time for Asthma Filled Cans x 14
Days
Benefit to Individual: Interesting Process Challenges & Complete Thesis for MSc.
Benefit to company: Free Up working capital & get product faster to Market / Customer
Company Sector: Pharmaceuticals
Location: Waterford
Size: 760
Company Name (optional): Teva Pharmaceuticals Ireland Ltd.
***************************************************************************
*******
Description of Project: Purchase requisition to vendor payment process
Benefit to Individual: New leaner process
Benefit to company: Less chance of the company being put on credit hold – cash discounts
for prompt payment from certain companies
Company Sector: Manufacturing
Location: Shannon Airport
Size: 700
Company Name (optional): Shannon Aerospace
***************************************************************************
*******
Description of Project: Deployment of Kaizen Events as a vehicle for the introduction of
lean principals into as organisation
Benefit to Individual: Develop a clearer understanding of Kaizen events .It also highlighted
that lean is a philosophy whose principles and need to be adapted to particular organisations
for ultimate success.
Benefit to company: Customised and sustainable system for lean implementation which has
netted a savings in excess of €250K in 2008
Company Sector: Manufacturing
Location: Cork
64
Size: 90 employees
Company Name (optional): Cascade Designs.
***************************************************************************
*******
Description of Project: Visual Management and Lean Application to production and
Distribution Lines (Diploma in Quality Management – Lean Systems)
Benefit to Individual: Extremely beneficial in my day to day job as Lean Co-ordinator
Benefit to company: Extremely beneficial as is used by Lean Co-ordinator to run Lean
systems within the company
Company Sector: Manufacturing
Location: Midleton, Co. Cork
Size: Medium (90 -100 people)
Company Name (optional): Cascade Designs
***************************************************************************
*******
Description of Project: Diploma in quality management- Lean systems
Benefit to Individual: great exposure to lean tools and thinking; this has helped me
enormously in work (large change program)
Benefit to company: number of personnel with lean exposure whose expertise has greatly
helped launch of lean in company; as a department manager I was able to champion several
projects within my own dept with significant savings for the company
Company Sector: Pharmaceutical
Location: Dublin
Size: 300 personnel
Company Name (optional): Leo Pharma
***************************************************************************
*******
Description of Project: Review of Motor Vehicle Policy – ‘Waste’ in the customers eyes
Benefit to Individual: Insight into identifying ‘waste’
Benefit to company: Annual savings of up to €50,000
Company Sector: Distribution & Manufacturing
Location: Limerick
Size: 20 employees; €4.5 million turnover
Company Name (optional):
***************************************************************************
*******
Description of Project: Analysis of Knowledge Management processes
Benefit to Individual: Project management experience on a global scale
Benefit to company: Knowledge Management strategy development and
process deployment
Company Sector: Information Lifecycle Management
(or Data Storage, or even Computers if you need a more general category)
Location: Headquarters (US), European affiliate - Cork, Ireland
Size: 35,000 worldwide, 2000 Cork
Company Name (optional): EMC
***************************************************************************
*******
Description of Project: MSC in Technology Management
Benefit to Individual: Formalise work experience and develop new skills based on theory
which were applied into practical application in work place
65
Benefit to company: Better understanding of options (Through Theory applied) and
analysing, forming and planning strategies and activities in practical environment related to
industry.
Company Sector: Telecommunication and IT (Software R&D)
Location: Shannon
Size: 150 (Global 370)
Company Name (optional): Tecnomen (New Company as of May 2009, Tecnotree 750)
***************************************************************************
*******
Description of Project: Application of Lean Principles to an Asset Improvement process
Benefit to Individual: More in depth knowledge of how lean principles apply across a range
of departments and functions i.e. maintenance functions
Benefit to company: Major reduction in unplanned downtime, black belt capable of training
work force, savings in excess of €200K to date from this one project
Company Sector: Food
Location: Dublin
Size: 65 people
Company Name (optional): Cadbury Tallaght Gumbase Facility
***************************************************************************
*******
Description of Project: Master of Science in Technology Management. thesis lean
manufacturing in medical device industry
Benefit to Individual: Theoretical management skills put into practice in the work place,
career development opportunities.
Benefit to company: Lean manufacturing, cost reduction projects. Staff using best
management practices
Company Sector: Medical Device
Location: Clonmel
Size: 1500
Company Name (optional): Abbott Vascular Devices
***************************************************************************
*******
Description of Project: Diploma In Quality Management - Lean Systems.
Benefit to Individual: Further develop understanding of Lean Tools and their use.
Benefit to company: Introduction of these Lean Tools in manufacturing will result in
significant cost savings
Company Sector: Orthopaedics Implant Manufacturing
Location: Limerick/Cork
Size: 800 people over two plants
Company Name (optional): Stryker Orthopaedics Irl.
***************************************************************************
*******
Description of Project: Lean Six Sigma Methods For Characterizing Variation In Structures
Within An
Integrated Circuit Using Nano-Probing
Benefit to Individual: Hopefully the course will help me get a new Job as Xilinx is making
my position redundant.
Benefit to company: Huge cost saving if XilInx can understand the variation in there process
and reduce defect densities. If lean manufacturing was implemented in Xilinx two to three
years ago we probably could have been more competitive in the Ireland site. Xilinx is
66
relocating to Singapore because of cheaper labour cost. The Ireland site was extremely
profitable site for Xilinx but labour is cheaper in Singapore.
Company Sector: Semi Conductor
Location: Dublin
Size: 350 employees (Multinational)
Company Name (optional): Xilinx
***************************************************************************
*******
Description of Project: Future State of Production Process
Benefit to Individual: Comprehensive understanding of Process
Benefit to company: Cost Savings due to None Value Adds elimination
Company Sector: Medical / Pharma
Location: Cork
Size: Approx 560 employees
Company Name (optional):
***************************************************************************
*******
Description of Project: Use of Lean Tools to make significant cost reduction in
manufacturing environment.
Benefit to Individual: Was structured so as to allow students to converse and communicate
through discussion boards, thus saving lost time in travelling to meetings.
Benefit to company: Cost saving projects undertaken and executed (hopefully!)
Company Sector: Medical device
Location: Limerick
Size: multinational company
Company Name (optional):
***************************************************************************
*******
Description of Project: The project illustrated a case study which demonstrated the
successful application of the BPR framework through the implementation of the “Integration
Definition for Functional Modelling” (IDEFØ) methodology and showed that the key
deliverables in terms of goals and objectives were achieved on time and within budget within
the constraints and the resources available.
Benefit to Individual: The case study was extremely beneficial to the author in that it
assisted in identify a number of models which could be employed to undertake the scope of
change required to transform a poorly performing process into one that was comparable to
“Best Practice” within industry. The author was able to develop new concepts within the
model which added to the body of knowledge in relation to the implementation of the BPR
methodology.
Company Sector: I.C. Manufacture
Location: South-West
Size: 1500
***************************************************************************
*******
Description of Project: Diploma in Quality Management - Lean Systems. Practical
application of VSM
Benefit to Individual: Practical use of theory through applying lean tools to an actual
production line, meant that skills were retained from the course. Gained a greater
understanding of lean tools & techniques. Course material was useful for reference
purposes. Improved personal productivity - in general course had wider application in terms
of identifying/eliminating non value add activities in admin areas of my role
67
Benefit to company: Learning led to improved knowledge/understanding of lean tools and
thus improved decision making for dealing with issues e.g. production bottlenecks, capacity
expansion, productivity/leadtime improvements.
Company Sector: Medical
Location: Co. Limerick
Size: 550+ employees
Company Name (optional):
***************************************************************************
*******
Description of Project: Flowing of Work in our Painting & Packing area
Benefit to Individual: Good use of Lean Manufacturing techniques
Benefit to company: Improved efficiency in area, less waste on the production floor
Company Sector: Lean Manufacture/Fabrication
Location: Shannon
Size: 70 Employees
Company Name: Bolgers
68